Using Smartphone for Measuring the Magnetic Field Produced by the Current Flow in a Single Straight Line
Main Article Content
Abstract
In this study, we design and build an experimental kit to use a smartphone to measure magnetic fields in accordance with Ampere's Law. The Phyphox application was used to measure the magnetic field created by a single straight-line current flow. We provide a method for removing the noise from the other electrical equipment in our experiment as well as the Earth's magnetic field. Air has a permeability of about 1.164 - 1.233 x10-6 N A-2.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The content and information in articles published in the Journal of Advanced Development in Engineering and Science are the opinions and responsibility of the article's author. The journal editors do not need to agree or share any responsibility.
Articles, information, content, etc. that are published in the Journal of Advanced Development in Engineering and Science are copyrighted by the Journal of Advanced Development in Engineering and Science. If any person or organization wishes to publish all or any part of it or to do anything. Only prior written permission from the Journal of Advanced Development in Engineering and Science is required.
References
Galili, I. (2018). Physics and mathematics as interwoven disciplines in science education. Science & Education, 27(1), 7-37.
Liepertz, S., & Borowski, A. (2019). Testing the Consensus Model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement. International Journal of Science Education, 41(7), 890-910.
Hwang, G. J., et al.(2019). Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses. British Journal of Educational Technology, 50(5), 2703-2719.
Hochberg, K., et al. (2018). Using smartphones as experimental tools-effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27, 385-403.
Halliday, D., et al.(2013). Fundamentals of physics. New York: John Wiley & Sons.
Silva, N. (2012). Magnetic field sensor. The Physics Teacher, 50(6), 372-373.
Ogawara, Y., et al.(2017). Observation of the magnetic field using a smartphone. The Physics Teacher, 55(3), 184-185.
Arribas, E., et al. (2015). Measurement of the magnetic field of small magnets with a smartphone: a very economical laboratory practice for introductory physics courses. European Journal of Physics, 36(6), 065002.
Pili, U., & Violanda, R. (2018). Measuring average angular velocity with a smartphone magnetic field sensor. The Physics Teacher, 56(2), 114-115.
Pili, U., & Violanda, R. (2019). Measuring a spring constant with a smartphone magnetic field sensor. The Physics Teacher, 57(3), 198-199.
Monteiro, M., et al. (2020). Magnetic fields produced by electric railways. The Physics Teacher, 58(8), 600-601.
Monteiro, M., et al. (2017). Magnetic field ‘flyby’ measurement using a smartphone’s magnetometer and accelerometer simultaneously. The Physics Teacher, 55(9), 580-581.
Vogt, P., & Kuhn, J. (2012). Analyzing simple pendulum phenomena with a smartphone acceleration sensor. The Physics Teacher, 50(7), 439-440.
Vogt, P., & Kuhn, J. (2013). Analyzing radial acceleration with a smartphone acceleration sensor. The Physics Teacher, 51, 182-183.
Wannous, J., & Horvath, P. (2023). Precise measurements using a smartphone’s magnetometer—Measuring magnetic fields and permeability. The Physics Teacher, 61(1), 36-39.
Carroll, R., & Lincoln, J. (2020). Phyphox app in the physics classroom. The Physics Teacher, 58(8), 606-607.
Arabasi, S., & Al-Taani, H. (2016). Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories. European Journal of Physics, 38(2), 025201.