LAB MODULE TEN21703

ELECTROMAGNETIC FIELD

COURSE NAME : ELECTROMAGNETIC FIELD

COURSE CODE : TEN21703 (2+1)

SEMESTER : FEBRUARY 2019

List of Practices :

Week Lab Module Page Assessment

2 Lab 1 1 Lab Report I
- Magnetic Devices
3 Lab 2 7 Lab Report II
- Magnetic Field
4 Lab 3 10 Lab Report III
- Drawing Magnetic curve
5 Lab 4 12 Lab Report IV
- Magnetic Field Strength
6 Lab 5 14 Lab Report V
-Len’s and Faraday’s Laws
7 Lab 6 17 Lab Report VI
- Ampere’s Rule
8 Lab 7 20 Lab Report VII
- Fleming’s Rule
9 Lab 8 23 Lab Report VIII
- Self Induction
10 Lab 9 24 Lab Report IX
- Mutual Induction
11 Lab 10 26 Lab Report X
- Magnetic Flux Detection

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Lab 1
Magnetic Devices
Objectives

1. To understand the types and properties of magnets.

2. To learn how to operate relays.

Introduction

Magnetism is an attractive or repelling force that certain objects can exert on one another even when they
are not in contact. The area over which the magnetic force is exerted is called a magnetic field. When the
objects are mutually attracted the force is called a positive force. When they are mutually repelled it is
called a negative force. Objects that can act at a distance in this way are called magnets, or magnetized.

A magnet is composed of one or more kinds of magnetic materials. Any magnet has two poles. One is
called the north-seeking, or north, pole and the other the south-seeking, or south, pole. These names are
used because when a magnet is enabled to swing freely in a horizontal plane, it ends up hanging in a
geographically north-south direction. That is the Earth's magnetic field, the axis of which is nearly
equivalent to the Earth's north-south axis of rotation. A compass serves its purpose because its needle
aligns with the Earth's magnetic field in the same way. A magnet also aligns with any magnetic field in
which it is suspended that is stronger than the Earth's field.

One principle characteristic of magnets is that the north pole of one magnet attracts the south pole of
another magnet, but it repels the north pole of the other magnet. That is, unlike poles attract each other,
and like poles repel each other. The other principle characteristic of magnets is that a high concentration
of lines of magnetic force passes through its body, running radically from one pole to the other. This
grouping of lines of force leads to a relatively strong field in the external space, or gap, between the poles.
The lines of force of a bar or horseshoe magnet can be observed if the magnet is placed beneath a sheet of
paper or glass, and iron filings are sprinkled onto the sheet. The strength of the magnetic field is roughly
indicated by the concentration of the filings along the field lines. The field is strongest at the poles.

Some magnetic materials occur in nature, such as the iron oxide mineral lodestone. Objects made of these
materials are called permanent magnets. Permanent magnetization can also be induced in some other
materials that are subject to the phenomenon, such as alloys or compounds of iron, nickel, cobalt, or other
magnetizable metals are commonly employed permanent-magnet materials. Extremely strong magnets are
also made from compounds of these metals with rare earth metals. The magnetization is

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induced in the material by placing it in an external magnetic field, stroking it in a single direction with a
permanent magnet, or hammering it in the direction of the Earth's field.
When these processes are successfully completed, the magnetized material retains its magnetization for a
long time unless it is heated above a characteristic temperature that is known as the Curie temperature.
The magnetism can also be destroyed by applying a sufficiently strong field in the opposite direction.

Fig.1-1 shows a bar, a horseshoe (U), and a compass magnet in sequence from the left to the right. These
three types of magnet are usually used in our daily life.

Figure 1-1
Reed Switch

A reed switch consists of two or three springy metal reeds having plated, long-life contacts at the tips and
encapsulated in a sealed glass tube. The two-reed type has normally open (NO) contacts which close when
operated, and the three-reed type is a changeover, i.e. it has a pair of normally open (NO) and a pair of
normally closed (NC) contacts. When the switch is operated, both these pairs change to the opposite state.
Both types are shown in Figure 1-2:

Figure 1-2: Two-Reed (top) and three –Reed (bottom) reed switch

Relay

A relay is an electromechanical device that is actuated by an electrical current. The current flowing in one
circuit causes the opening or closing of another circuit. Relays are like remote control switches and are
used in many applications because of their relative simplicity, long life, and proven high reliability.
Relays are used in wide variety of applications throughout industry, such as in telephone exchanges,
digital computers and automation systems. Highly sophisticated relays are utilized to protect electric
power systems against trouble and power blackouts as well as to regulate and control the generation and
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distribution of power. In the home, relays are used in refrigerators, washing machines and dishwashers,
and heating and air-conditioning controls. Figure 1-3 and Figure 1-4 show the relay that used for this
experiment.

Figure 1-3: SONGLE SRD-12VDC-SL-C Relay

Figure 1-4: Reed Relay

Solid-State Relays (SSR)

A solid-state relay (SSR) is an ON-OFF control device in which the load current is conducted by one or
more semiconductors- e.g., a power transistor, an SCR, or a TRIAC. (The SCR and TRIAC are often
called “thyristors,” a term derived by combining thyratron and transistor, since thyristors are triggered
semiconductor switches.) Like all relays, the SSR requires relatively low control circuit energy to switch
the output state from OFF to ON,or vice versa. Since this control energy is very much lower than the
output power controllable by the relay at full load, "power gain" in an SSR is substantial--frequently much
higher than in an electromagnetic relay of comparable output rating. To put it another way, the sensitivity
of an SSR is often significantly higher than that of an EMR of comparable output rating. Reed relays can
be activated by a permanent magnet or a coil. Electromagnetic relays utilize a current through a coil to
provide a magnetic field that moves the switch contacts. Solid-state relays (SSR) are semi-conductor
devices having no mechanical contact and no spike.

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Figure 1-5: Solid State Relay (SSR)

Procedure

1. Connect the module EM-04 on the main unit MST-5000, and locate the circuit a.
2. Approach a magnet to the circuit a and record the result.

Figure 1-6: The operation of the magnet of the magnetic device

3. Locate the circuit b.

Approach the magnet to the magnetic switch (normally open and normally close) on circuit b
and measure the contact resistance between Terminal 1 and 2 for normally open magnetic switch
and Terminal 1 and 3 for normally close magnetic switch.

When the distance of the magnetic switch and magnet is close to 0.5 ~ 1 cm, its contact
resistance between Terminal 1 and 2 is _______________ .

Remove the magnet and record the resistance of between Terminal 1 and 2.
R = __________________ .
Repeat this step for Terminal 1 and 3.

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Figure 1-7: Normally Open & Normally Close Magnetic Switch

4. Locate the circuit c and apply +5V to Terminal 1 and 2.
By using digital multimeter (DMM), measure and record the resistance between Terminal 3
and 4.
R = __________________

Turn off the power at ULT-3000. Measure and record the resistance between Terminal
3 and 4.
R = __________________

Figure 1-8: Reed Relay schematic Diagram

5. Locate the circuit d. Connect the DMM to terminals 2 and 3, and the positive power to Terminal
4 and 5.
Slowly raise the power supply until the resistance is 0 indicated by DMM. Measure and
record the power voltage.

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E= ___________________V.
Connect DMM to Terminal 1 and 3, and the positive power to Terminal 4 and 5. Measure
and record the power voltage.

Slowly raise the power supply until the resistance is ∞ indicated by DMM. Measure and
record the power voltage.
E=_________________V.

Figure 1-9: Electromagnetic Relay

6. Locate the circuit e.

Complete the experiment circuit as shown in Fig. 1-10 by using stackable test leads.

Figure 1-10: Solid State relays (SSR)

7. Connect the power supply V+ to Terminal 3, LP1 to +12V and Ground (GND) respectively.
Slowly raise the V+ voltage until the SSR and the lamp are turned on.
Measure the voltage by using DMM.
E= _________________ V
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Lab 2
Magnetic Field
Objectives

1. To demonstrate the applications of magnetic field.

2. To learn how to use magnetic devices in alarm circuits.

Introduction

Magnetic switches and relays are widely used in control circuits. Magnetic switches are generally
activated by the magnet and electromagnetic relays are activated by the currents through the coils. A
simple alarm circuit is shown in Fig. 2-1. In this circuit the magnetic switch MS is used to simulate a door.
When the magnet approaches to the switch, the magnetic switch will be activated by the magnetic field
and then the contact is closed. This stands for the door closed.

The step sequences of operation for the alarm circuit are:

1. Switch the reset switch to ON position. The relay will be activated and its NO (normally open)
contact is closed too.
2. Approach the magnet to the magnetic switch. (close the door)
3. Return the reset switch to OFF position. The relay is still activated by the current through the
magnetic switch. And now, the alarm circuit is in normal state.
4. Withdraw the magnet from the switch. (the door is opened by someone)
5. The LED is lighted up. The circuit gives the alarm.

Figure 2-1: Magnetic Reed Switch

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Figure 2-2: SONGLE SRD Relay

Procedure

1. Connect the module EM-05 on the main unit MST-5000, and locate the circuit a.

2. According to Figs. 2-3, complete the experiment circuit with the 2mm stackable test leads.
Disconnect the 2mm stackable test leads for setting the reset switch to OFF position.

Figure 2-3

3. Apply +6V to V+.

 Is the LED turned ON or OFF? __________________________________
 Is the relay turned ON or OFF? __________________________________

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4. Plug in the 2mm stackable test leads for setting the reset switch to ON position.
 Is the relay turned ON or OFF? __________________________________

5. Remove the 2mm stackable test leads.

 Is the relay turned ON or OFF? __________________________________
 Does the circuit operate in normal state? ___________________________

6. Approach the magnet to magnetic switch.

 Is the relay turned ON or OFF? __________________________________

7. Plug in the 2mm stackable test leads again and approach the magnet to magnetic switch.
 Is the relay turned ON or OFF? __________________________________

8. Approach the magnet to magnetic switch. Remove the 2mm stackable test leads again.
 Is the relay turned ON or OFF? __________________________________
 Is the LED turned on or OFF? ___________________________________
 Does the circuit operate in normal state? ___________________________

9. Withdraw the magnet from the magnetic switch.

 Is the relay turned ON or OFF? __________________________________
 Is the LED turned ON or OFF? __________________________________
 Does the circuit give the alarm? _________________________________

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Lab 3
Drawing Magnetic Curves
Objectives

1. To understand the properties of magnetic field.

2. To draw the lines of force or flux lines.

Introduction

As you can see by the attraction and repulsion of the magnetic poles, there are forces coming out of the
magnetic poles to cause those actions. But the actions do not only take place at the poles. The magnetic force
actually surrounds the magnet in a field. This can be seen when a compass is moved around the bar magnet as
shown in Fig. 3-1. The magnetic field of a magnet can be investigated with a compass needle. In each position
around the bar magnet, one end of the compass needle will point to the opposite pole on the bar.

Fig. 3-1

The magnetic field of a magnet is made up of lines of force that extend out into space from the N pole of the magnet
to the S pole. These lines of force do not cross, and they become wider apart away from the magnet. The closer the
lines of force are and the greater the number of force lines, the stronger the magnetic field.
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Procedure

1. Hold the bar magnet beside the compass on the module EM-04 and locate the circuit a as shown in Fig. 3-2.

2. Place the magnet around the compass for at least 20 positions and record the directions pointed by the
compass needle.
3. Plot your recorded directions on Fig.3-2, and draw the smooth curves through these plotted points to show
the lines of force or flux lines.

Fig. 3-2

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Lab 4
Magnetic Field Strength
Objectives

1. To understand the magnetic field strength around a coil.

2. To study the factors for producing a magnetic field.

Introduction
In 1819, Hans Christian Oersted discovered that a current produced a magnetic field when he noticed how a
wire carrying a current affected a compass. It was basically a force between electric currents: two parallel currents in
the same direction attract, in opposite directions repel. If a number of wire loops are wound in the same direction to
form a coil, more fields will add to make the flux lines through the coil even denser. The magnetic field through the
coil becomes even stronger. The more loops there are, the stronger the magnetic field becomes.

A helically wound coil that is made to produce a very strong magnetic field is called a solenoid. The flux
lines in a solenoid act the same as in a magnet. They leave the N pole and go around to the S pole. When a solenoid
attracts an iron bar, it will draw the bar inside the coil as shown in Fig. 4-1.

Fig. 4-1

Figure 4-2
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The magnetizing force that is caused by current flowing in a wire is called the magnetomotive force, mmf. The mmf
depends on the current flowing in the coil and the number of turns in the coil.

Procedure

1. Connect the module EM-05 on the main unit MST-5000, and locate the circuit c.
2. According to Figs. 3-4-1 and 3-4-2, complete the experiment circuit with the 2mm stackable test leads.
Select The 10A section in DMM for the current measurement.
(NOTE : select 10A section ONLY, DO NOT section mA & µA – to prevent damage the DMM)

Fig. 4-3

3. Apply +12V to V+.

 Turn ON the switch and observe the movement of solenoid.
 Turn ON the switch and observe the movement of solenoid.
 Record the current value indicated by the ammeter.

 Record the values of the power voltage

E = ___________________ V

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Lab 5
Lenz's and Faraday's Laws
Objectives

1. To become familiar with Lenz's Law in electromagnetic induction.

2. To become familiar with Faraday's Law in electromagnetic induction.

Introduction
Lenz's Law states that a change in current or flux produces an emf whose direction is such that it opposes
the change in current or flux. In other words, when a current or flux is decreasing, the induced emf is in the same
direction as the current or flux and tries to keep the current or flux from decreasing. And when a current or flux is
increasing, the polarity of the induced emf is opposite to the direction of the current or flux and tries to prevent the
current or flux from increasing.
We can demonstrate these phenomena by considering the relative motion between a movable magnet and a
stationary coil as shown in Fig. 3-5-1. In (a) and (c), when the magnet is put in the coil, the coil produces a magnetic
field with the same pole as the end pole of magnet on the left end trying to prevent the magnet in and the induced
current causes the pointer of ammeter to deflect to one side. If the magnet is putting out the coil, the coil will
produce a magnetic field with the opposite pole to the pole of magnet on the left end trying to prevent the magnet
out and the induced current causes the pointer of ammeter to deflect to the other side illustrated in (b) and (d).

Fig. 5-1

Faraday's Law states that the voltage induced in a coil of N turns by a changing flux is eL = - N (0~/4t),
where 4O/4t is the instantaneous rate of change of flux. Since a change in current in a coil produces at the change in
magnetic flux. Therefore a change in current in a coil will cause the voltage induced in a coil too. The operating
principle of the circuit of Fig. 3-5-2 is similar to that of Fig. 3-5-1. If we replace the magnet by a coil with a current
flowing in it, the result will be the same.
Fig. 5-3 shows that two separate coils P and S are set on the same tube. The ends of the coil S are connected
to an ammeter and the ends of coil P are connected to a battery. At the moment either the switch K is turned on or
off, the ammeter will indicate an induced current flowing in the coil S due to the rapid change in current in the coil
P.

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Fig. 5-2 Fig. 5-3

Fig. 5-4

Any change in the magnetic environment of a coil of wire will cause a voltage (emf) to be "induced" in the
coil. A coil of wire moving into a magnetic field is one of example of an emf generated according to Faraday’s Law.
The current induced will create a magnetic field which opposes the buildup of magnetic field in the coil. The emf
induced in a circuit is directly proportional to the time rate of change of magnetic flux through the circuit.

Fig. 5-5

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Where N = number of turns

= magnetic flux (BA)
B = external magnetic field
A= area of coil

The minus sign denoted Lenz’s Law.

V is the term for generated or induced voltage.

Procedure

1. Connect the module EM-05 on the main unit MST-5000, and locate the circuit b.
2. According to Figs. 5-2 and 5-4, complete the experiment circuit.
3. Move up and down the magnet in the coil and observe the current indication on the Digital Multimeter
(NOTE : select mA section before move to µA section – to prevent damage the DMM in mA & µA)
4. Change the moving speed of the magnet and observe the current indication on the Digital Multimeter µA
section.
 Does any current indication present on the Digital Multimeter µA section?

 What is the relationship between the induced current and the moving speed?
___________________________________________________________
5. Stay the magnet in the coil statically.
 Does the current indication return to zero?
Yes No

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Lab 6
Ampere's Rule
Objectives

1. To verify the right-hand rule by using a single wire.

2. To verify the right-hand rule by using a coil.

Introduction
Since the magnetic field around an electron forms a loop, the fields of the electrons combine to form a
series of loops around the wire. The direction of the magnetic field depends on the direction that the
current flows. This can be examined by using a compass. The compass moved around the wire will align
itself with the flux lines.
A right-hand rule, also called Ampere's rule, can be used to determine the direction of the magnetic field.
If you wrap your fingers around the wire with your thumb pointing in the direction of conventional current
flow, your fingers will point in the direction of the magnetic field.
If a number of wire loops are wound in the same direction to form a coil, more fields will add to make the
flux lines through the coil even denser. The magnetic field through the coil becomes even stronger. The
more loops there are, the stronger the magnetic field becomes.

Procedure

1. Connect the module EM-06 on the main unit MST-5000, and locate the circuit a.
2. According to Figs. 6-1 and 6-2, complete the experiment circuit with 2mm stackable test leads.
Make sure the compass needle is perpendicular with the wire.

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Fig. 6-1 Fig. 6-2

3. Apply +5V to V+, and -5V to V-.

4. Approach the compass to the single wire.
Press SW1 and observe the deflection of the compass needle. (Note: The time of SW1 ON
should not be too long, approximately in few seconds)
What is the deflecting direction of the compass needle? ________________

5. Is the slight deflection caused by the magnetic field? ________________

If yes, does it mean the magnetic field around the wire? ________________

6. According to Figs. 6-3 and 6-4, complete the experiment circuit with stackable test leads.

7. Press SW2 and observe the deflection of the compass needle. What is the deflecting direction of
the compass needle? _______________________

8. Locate circuit b on the module EM-06 and repeat steps 4 through 7.

The position of compass needle is the same as previous.

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9. Compare the results of step 8 with those of steps 4 through 7.

a) Is there agreement between the directions of deflection?
If not, please state the respective directions.
b) Is there agreement between the degrees of deflection?

10. Rotate the board 90º so that the compass needle in circuit a is parallel with the wire. Repeat step
4 through 9.

Fig. 6-3 Fig. 6-4

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Lab 7
Fleming's Rule
Objectives

1. To become familiar with Fleming's left-hand rule.

2. To become familiar with Fleming's right-hand rule.

Introduction
As mentioned before, a magnetic field will be developed around a wire if a current flows through the wire.
If this wire is within a magnetic field, the wire will be moved in a specific direction depending on the
interaction of these two fields. Fleming's rules are usually used to describe the relationships of the
magnetic field, current, and the direction of movement.

Fleming's rules include left-hand rule and right-hand rule. The left-hand rule, commonly used to
demonstrate the operation of motors, is also called motor's rule. The relationship of the existed magnetic
field, current in the conductor, and the moving direction of conductor is shown in Fig 7-1. If the index
finger pointing in the direction of the existed magnetic field (lines of force), and the middle finger
pointing in the current flowing in the conductor, then your thumb will point in the direction that the
conductor moves.

Fig. 7-1

Fleming's right-hand rule, usually used to describe the operation of power generators, is also called
generator's rule. It is illustrated in Fig. 7-2. If your thumb pointing in the moving direction of conductor,
and the index finger pointing in direction of the magnetic field, then the middle finger will point in the
direction of induced current.

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Fig. 7-2

Procedure

1. Connect the module EM-07 on the main unit MST-5000, and locate the circuit a.

2. .According to Figure 7-3, complete the experiment circuit with stackable test lead. Apply +20V
to V+.

Figure 7-3

3. Set the magnet so that the North pole facing upwards. Polarity of the magnet can be determined
from Lab 3.
4. Press SW1 and observe the movement of the wire.
(Note: The time of SW1 ON should not be too long, approximately 1 or 2 seconds)
What is the direction of the movement?
_____________________________________________________

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5. According to Figure 7-3, complete the experiment circuit with stackable test lead. Apply -20V to
V-.

6. Press SW2 and observe the movement of the wire.

(Note: The time of SW2 ON should not be too long, approximately 1 or 2 seconds).What is
the direction of the movement?
______________________________________________________

7. Change the polarity of the magnet and then repeat procedure 4 & 6.

8. Locate circuit b and complete the experiment circuit as of Fig. 7-4.

Fig. 7-4

9. Slowly raise the positive power (≤ +10V) and observe the brightness of the lamp.
Is the brightness increased as the power increased?
YesNo

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Lab 8
Self Induction
Objectives
1. To understand the self-induction of a coil.
2. To verify the phenomenon of self-induction.

Introduction
Any change in current causes an expansion or collapsing of the magnetic field around a conductor, which
in turn induces an emf in the conductor. This is called self-induction. The magnitude of the self-induced
emf is proportional to the amplitude and frequency of the current. By Lenz's Law, we can also find the
relationship between the induced emf and the applied voltage that causes the current flow is such that the
two voltages are always 180 degrees out of phase. Since the magnitude of the magnetic flux is
proportional to the magnitude of current in the coil. The self-induced emf of an N-turns coil can be
expressed by the equation e= - NΔΦ / t. Of course, the magnetic field of a coil can be made stronger, more
flux lines too, by keeping a soft iron core inside the [Link] circuit of Fig. 8-1 can be used to demonstrate
the phenomenon of self-induction. When the switch is closed, the coil then build up a magnetic field
(flux). If the switch is opened, the magnetic flux will collapse rapidly. Therefore, a large induced emf is
produced by a large amount of ΔΦ / t and the brightness of the lamp will be maximum.

Procedure
1. Connect the module EM-08 on the main unit MST-5000, and locate circuit a.
2. According to Figure 8-1, complete the experiment circuit with stackable test lead.

Figure 8-1
3. Apply +5V to V+.
4. Observe the states of the lamp while pressing or releasing SW1 and write down your comments.

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Lab 9
Mutual Induction
Objectives

1. To understand the mutual-induction between coils.

2. To verify the phenomenon of mutual-induction.

Introduction

When the current in a coil is changing that a voltage will be induced in another coil. This effect is called
mutual-induction.
Consider Fig. 9-1(a). At the instant when the switch S closes, the current flowing through the coil 1 builds
up a magnetic field (flux) around itself. A part of this flux which links only coil 1. The other part links
both coils 1 and 2 coils and therefore is a component of mutual flux. This mutual flux sets up an
induced emf in coil 2, e2 = N2 (ΔΦ2 / t)108 . This induced emf produces a current flowing through the
ammeter. Similarly, a reverse current will flow through the ammeter at the instant when the switch S
opens as shown in Fig.3-9-1(b).

Fig. 9-1

As mentioned before, wherever there is magnetic flux, there is inductance. The mutual flux is built up by a
mutual inductance M. The mutual inductance M between two coils depends on their configuration,
permeability, and the individual inductance of each coil.

Procedure

1. Connect the module EM-08 on the main unit MST-5000, and locate circuit b.
2. Complete the experiment circuit as shown in Fig. 9-2 with stackable test lead.

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I34

I35
I45

Figure 9-2

3. Apply +3V to V+.

4. Press SW2 and observe the indication on the µA meter.
Does any current indication present on the µA meter? Yes No

5. Release SW2 and observe the indication on the µA meter.

Does any current indication present on the µA meter? Yes No

6. Press and release SW2 continuously and observe the readings of µA meter

7. Increase the power supply gradually up until 12V and repeat step 6.
Record the results below.

V+ I34 I45 I35

3V
6V
9V
12V

Note: user may apply different voltage to test but maximum allowable voltage ONLY up to 12V.

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Lab 10
Magnetic Flux Detection
Objectives

1. To learn the operating principle of a Radiometric Linear Hall Effect Sensor

(Magnetic-flux-density sensor).
2. To understand the application of the magnetic flux detector circuit.

Introduction
The Hall Effect is an ideal sensing technology. The most usually used magnetic-flux-density sensors are
those using Hall-effect devices. These devices produce an output voltage proportional to the flux density
of a transverse magnetic field when a constant excitation current is passed through them. The polarity of
its output voltage is determined by the direction of the magnetic field. Basically, the Hall element is
constructed from a thin sheet of conductive material. When a current-carrying conductor is placed into a
magnetic field, a voltage will be generated perpendicular to both the current and the field. This principle is
known as the Hall Effect.

Figure 10-1: General Hall effect system

Figure 10-1 illustrates the basic principle of the Hall Effect. It shows a thin sheet of semiconducting
material (Hall element) through which a current is passed. The output connections are perpendicular to the
direction of current.

Figure 10-2: Hall Effect principle, magnetic field present

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When no magnetic field is present as shown in Figure 10-2, current distribution is uniform and no
potential difference is seen across the output.

Figure 10-3: Hall Effect principle, magnetic field present

When a perpendicular magnetic field is present, as shown in Figure 10-3, a Lorentz force is exerted on the
current. This force disturbs the current distribution, resulting in a potential difference (voltage) across the
output. This voltage is the Hall voltage (VH). The interaction of the magnetic field and the current is
shown in equation form as equation 1.

-Equation 1

Hall Effect sensors can be applied in many types of sensing devices. If the quantity (parameter) to be
sensed incorporates or can incorporate a magnetic field, a Hall sensor will perform the task.

Figure 10-4: Ratiometric linear output Hall Effect sensor

Since, the Hall voltage is proportional to the vector cross product of the current (I) and the magnetic field
(B). It is on the order of 7mv/Vs/gauss in silicon and thus requires amplification for practical applications
as shown in Figure 3-10-4. The sensed magnetic field can be either positive or negative. As a result, the
output of the amplifier will be driven either positive or negative, thus requiring both plus

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LAB MODULE TEN21703
ELECTROMAGNETIC FIELD

and minus power supplies. To further increase the interface flexibility of the device, an open emitter, open
collector, or push-pull transistor is added to the output of the amplifier. Where a push-pull output is a type
of electronic circuit that can drive either a positive or a negative current into a load and are usually
realized as a complementary pair of transistors, one supplying or sinking current from the load to ground
or a negative power supply, and the other supplying or sourcing current to the load from a positive power
supply. Because of the way these circuits are drawn schematically, with two transistors stacked vertically,
they are sometimes called "totem pole" outputs.

Procedure

1. Connect the module EM-08 on the main unit MST-5000, and locate the circuit c.
2. Apply +12V and -12V to the experiment circuit as shown in Fig. 10-5

Fig. 10-5

3. Approach the magnet to HES1 and observe the output voltage on the voltmeter.
What is the change in the output voltage as the magnetic field changes its magnitude and
polarity? (Polarity of the magnet can be determined from Lab 3)

Direction of the sensor to be approached Maximum voltage (V)

Front
Top
Rear

4. Observe the states of LED1 and LED2 and record the results.

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