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for Doc Green and the payoff

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for Doc Green and the payoff

#1

for Doc Green and the payoff

GaryG in MD

>>Gary, I've got a shiny $10 bill that says you can't explain in fundamental terms why it is that a simple single-phase induction motor will run if you give it an initial push.<<

OK, Doc, I’ve learned a lot about ac motors from my friend who is a EE with wide-ranging interests. Here's your answer and again as much. This must be worth at least a Jackson. See if this makes sense to you...

A more precise question is, if an induction motor is already turning (since you nudged it), beyond a certain speed why does it accelerate until it is turning at full speed?

The question would be much easier if it were asked about a “synchronous” motor, which has a permanent magnet for a rotor and which cannot speed up in this way; it must be externally spun at the right speed before it will “catch” and continue running. While it is running, when the applied AC field is of the right polarity, it will attract the magnet and accelerate it. A half cycle later, the field reverses electrically, the magnet reverses mechanically, and there is still an attractive force. In between, when the applied sine wave is near zero, mechanical inertia keeps the rotor spinning.

And now your answer!

In an induction motor, when it is turning slowly, the magnetic field as seen by the rotor is not at the line frequency, but at a frequency equal to the difference between the AC power and rotation rates. This difference frequency has a rotary component that generates eddy currents in the rotor. The eddy currents in turn induce a (precessing) virtual magnet in the rotor, which is what gets “cranked” by the applied sine wave, thereby accelerating the rotor.

As the rotor approaches synchronous speed, the difference frequency approaches zero, the eddy currents become smaller, and the virtual magnet gets weaker. At synchronous speed, the available torque from the motor is zero. That is why in practical applications an induction motor is designed to “slip” by a few percent in order to keep the virtual magnet energized.

Comments not crucial to the answer:

Typical motor speeds, assuming 60 Hz AC supply (3600/minute) and 3% slip:

2 pole: 97% of 3600 = 3492 rpm; 4 pole: 97% of 1800 = 1746 rpm

Speed varies, depending on the load on the motor. Typical specs are 3450 or 1725 rpm.

The effect can be enhanced by using soft iron for the armature, separated into poles by slits and placing into the slits copper rods that have their ends shorted together. The copper structure resembles an exercise wheel for animals, and is called a “squirrel cage”. The iron conducts the magnetic flux and the squirrel cage conducts the eddy currents. See: https://en.wikipedia.org/wiki/Squirrel-cage_rotor

Almost any metallic cylinder can be made to rotate in place of an armature; iron is not necessary, only electrical conductivity.

There is no specific CW or CCW component mentioned above. Single-phase simple motors easily run in either direction. Indeed, in some reversible applications, the rotational direction is set only at the start.

Three-phase motors are easier to understand than single-phase, because the three phases allow the production by the stator of a rotating magnetic field which drags the rotor around. Large induction and synchronous motors usually run on three-phase electricity.

Single-phase motors provide only a reciprocating magnetic field, which must be converted to rotary.

Steam engines also convert reciprocating into rotary motion, but the phasing of the valve gear determines the direction of rotation. Note that steam locomotive wheels are 90-degrees out of phase on the left and right or the train wouldn’t be able to start moving. See https://en.wikipedia.org/wiki/Dead_centre_(engineering)

Re: for Doc Green and the payoff

#2

good info

John K Jordan

Thanks for the research, Gary. That makes good sense in light of the motor basics I learned decades ago.

When I was young it was fairly common for inquisitive kids to build and experiment with motors. I made several, mostly the easy way with commutators, from things like metal cut from "tin" cans, magnets from loudspeakers, and electromagnets made by winding wire on a nail. Also made a steam engine, much easier! (The library had books full of things to try.) I and my friends took apart anything electrical or mechanical that we could find and made "good" use of the pieces, well, at least reasonably safe uses. In jr high and high school the science fair was the highlight of the year.

I wonder how much of such learning goes on today. Today, it seems hard to pry most of the kids I know away from a screen, any kind of screen.

JKJ

Re: for Doc Green and the payoff

#3

OK.  I'll pay up.

Doc Green

OK, close enough. I'm still a bit hazy on a point or two, but I suspect the difficulty lies with me. (Send me your mailing address.)

Since JKJ mentioned building motors, here is an induction motor that uses part of an aluminum can as the rotor. I made it for a cute little 5 yr old girl who adopted me to be her grandfather. :) Objective was to show the difference between an induction motor (no brushes) and one that has an armature (and brushes).



A transformer reduces the line voltage to 12 V. The 8 coils around the wooden ring are arranged in two sets of 4, with alternating magnetic poles within each set. A run capacitor shifts the phase of the current in one set by 90 degrees. This gives the effect of a magnetic field that rotates around the ring. The aluminum rotor tends to follow the magnetic field - and that's about it.

The capacitor consists of two DC electrolytics connected back to back to enable operation with AC. They are enclosed in an acrylic tube in case they should decide to explode.

The motor is self-starting and runs at about 300 RPM. What fun!

Yes, I did say the cute little girl is only 5 years old, but she has had very little screen time. She much prefers to do things in the shop. I introduced her to electricity when she was only 3. She now speaks of batteries, switches, etc., like an old hand - but I may be slightly biased in my assessment. :)

Gary, would you prefer two shiny Fives instead of a Ten?

~Doc PS: I turned the wooden ring that holds the coils so this is technically a turning project.

Re: for Doc Green and the payoff

#4

That's a beauty, Doc

GaryG in MD

Sorry the delay in replying -- life has been busy, in a good way...

I consider this a zero-sum game. Much as you enjoyed teaching your little 5-year-old girl, my friend enjoyed teaching me, and I certainly enjoyed learning stuff I had missed out on earlier in my life. Put the "Green" into your next project with your little friend.

Cheers, Gary

Re: for Doc Green and the payoff

#5

Very nice!

John K Jordan

Hats off to the Good Doctor! She is certainly a lucky person to have you around. :)

Looks like an eddy current motor, and a fairly sophisticated one! Permanent magnets and aluminum/copper plate and tubing also make fascinating things to play with - move the metals in the fields or drop a magnet down a tube.

If you don't already have one maybe it's about time to buy an oscilloscope for the young scientist/engineer to play with. I bought a small digital dual-channel storage scope a few years ago - I couldn't believe how cheap they were then and I see the prices are still dropping. You can get one now that uses a tablet or phone as the display.

I used to do demonstrations for grade school classes on gases, magnetism, optics, astronomy, etc. An oscilloscope was always fun since the kids could see the waveform that went with a sound, say a sine or square wave and how it changed with amplitude and frequency. I'd hook up a microphone and let them sing, hum or talk and watch the screen. Good fun!

Another fantastic demonstration for kids is a simple crank generator (from an old military field phone set) connected through a rheostat to an incandescent flashlight bulb. The kids see how easy it is to turn the crank with the light off then how hard it gets when I turn the pot so the light starts to glow brighter and brighter. It gives a good tactile introduction to how much work/energy is in even a tiny bit of electrical power. (Somehow mine disappeared years ago - I have some old crank phones, I think it's time to make another one!)

And the girl might not be too young to be fascinated by an arduino. Zillions of possibilities there and the real potential to get her interested in what's BEHIND screens and flashing colored lights!

JKJ

Re: for Doc Green and the payoff

#6

Re: That's a beauty, Doc

Doc Green

Thanks, Gary! You are a gentleman as well as a scholar. We will put your money to good use.

Re: for Doc Green and the payoff

#7

Re: Very nice!

Doc Green

Hey John,

I have a fairly new (and cheap) digital as well as an old Tektronix dual channel analog scope, which you can't beat for feel and ease of use. We're working toward the scope - have already rigged up a pendulum to draw a sine wave on paper so it's just a matter of time.

In a previous life I also did a lot of demonstrations for middle school and early high school kids. Frequently a part of that was to make a bulb light up with a hand-cranked generator. As you say, the amount of power required is impressive.

As far as the Arduino is concerned, I have a plan. I'm going to wait a couple of years and let her teach me! I think the last time I learned anything about computers was 1963 when Fortran was all the rage and computers had sense switches and lots of blinking lights.

Fun, fun, fun!

~Doc

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