Gravitational acceleration tester

Abstract

The invention discloses a gravitational acceleration tester. The gravitational acceleration tester comprises rectangular magnets, an insulation communicating device, a steady direct-current power supply and a double-pole-double-throw switch, wherein the insulation communicating device comprises two liquid channels arranged symmetrically, the liquid channels communicate at the bottom of the insulation communicating device, the liquid channels are arranged along the vertical direction, electrodes are arranged on two sides of the bottom end of the insulation communicating device, and the rectangular magnets are arranged at the lower part of the insulation communicating device; liquid resistors are arranged in the liquid channels; and by adjusting the steady direct-current power supply, the magnitude of current is changed, or by changing the number of the magnets, the magnetic induction intensity is changed, thus the liquid level height difference at two ends of the communicating device ischanged, the height difference reflects the gravity difference, the gravitational acceleration of the local experiment place is obtained through calculation, with the double-pole-double-throw switch,the polarity of the pure-copper-plate electrode can be switched, reverse copper plating is carried out, then the liquid level is changed to be low on the left and high on the right from being high onthe left and low on the right, or is changed to be high on the left and low on the right from being low on the left and high on the right, thermoelectricity and thermomagnetic side effect are eliminated through the symmetric measurement method of current, and therefore, the measurement result is more accurate.

Description

technical field [0001] The invention belongs to the field of physics teaching experiment devices, and in particular relates to a gravity acceleration tester. Background technique [0002] Gravitational acceleration is a very important physical quantity in physics. It refers to the acceleration of an object under the action of gravity. Also called the acceleration of free fall, expressed in g, the direction is vertically downward. Due to the influence of the earth's rotation, the acceleration of gravity is slightly different at the same latitude and at different altitudes; the acceleration of gravity at the same altitude and at different latitudes is not exactly the same. Therefore, the determination of the acceleration of gravity is of great significance to theory, production and scientific research. [0003] At present, the commonly used methods for measuring the acceleration of gravity in high school physics experiments include the simple pendulum method, the dot timer m...

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Problems solved by technology

The period of a simple pendulum is According to the long period of the pendulum Available However, two problems inevitably arise in the simple pendulum experiment: in the measurement of the pendulum length, it is difficult to obtain an accurate value of the pendulum length due to the difficulty in determining the center of mass of the pendulum ball; , there will be a situation of leading or lagging timing, and there will be a large timing error

Both the dot timer and the chute method use the displacement and time of the falling object to be measured, and the law of uniform linear motion can be used to obtain the acceleration of gravity, but friction and air resistance will bring errors to the measurement results and the operation is complicated. Data processing is complicated

[0004] In recent years, based on the existing research programs and results, combined with the DIS system, a method for measuring the acceleration of gravity has been proposed. Now there are experimental instruments produced by an instrument company on the market for this experiment, but the friction force still has a great influence. And it is not suitable for high school students to do it by themselves, because the experiment process is too dependent on electronic devices such as sensors and computers. They are like a black box, and students can complete the experiment even if they do not understand the principle of the whole experiment. This is not conducive to students exploring the nature of high school physics experiments, and using the average speed of the light baffle instead of the instantaneous speed will also affect the measurement results

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