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Basic Concepts of Magnetism
Published in Warsame Hassan Ali, Samir Ibrahim Abood, Matthew N. O. Sadiku, Fundamentals of Electric Machines, 2019
Warsame Hassan Ali, Samir Ibrahim Abood, Matthew N. O. Sadiku
The polarity of the solenoid is determined by using the right-hand rule, which states: Hold the coil with the right hand so that the four fingers represent the direction of the current passing through the coil. The parallel thumb of the coil axis, in this case, will affect the north pole of the magnetic field formed. When both the direction of the current and the direction of the winding of the coil as in (A), (B), or (C) and (D) in Figure 1.11, the polarity of the coil remains unchanged when the direction of the current is changed only, the polarity will change, and when the direction of the coil is changed only the polarity will change as shown in Figure 1.11, where there are four possibilities for these polar accordingly.
Passive Components
Published in Richard C. Dorf, Circuits, Signals, and Speech and Image Processing, 2018
Michael Pecht, Pradeep Lall, Glen Ballou, C. Sankaran, Nick Angelopoulos
The right-hand rule is used to determine the direction of a magnetic field around a conductor carrying a direct current. Grasp the conductor in the right hand with the thumb extending along the conductor pointing in the direction of the current. With the fingers partly closed, the finger tips will point in the direction of the magnetic field.
Principles of Magnetics
Published in Timothy L. Skvarenina, The Power Electronics Handbook, 2018
The direction of a magnetic field can be predicted by use of the right-hand rule. According to the right-hand rule, the right hand is placed around the wire that is carrying the current and the thumb follows the direction of current flow. Then the fingers will show the direction of the magnetic field around the conductor.
Pedagogy for modelling problem solving in engineering dynamics: a social semiotic analysis of a lecturer’s multimodal language use
Published in European Journal of Engineering Education, 2020
From a social semiotic multimodality perspective these disciplinary ways of knowing and being are not neutral but have histories and are social and political in the sense that they are developed and shaped by, and are shared within, a disciplinary community (Kress et al. 2014). Crucially, the shared ways are developed, shared and accessed through the language of the discipline (Fredlund, Airey, and Linder 2015). As suggested by the reviewed literature, representations – or language modes from our perspective – include written and spoken language (including an absence of such in the form of a pause), symbols, gestures, gaze and images of various types, such as vector diagrams and the problem diagram in Figure 1. A mode is specialised in that it performs some meanings better than others (Kress et al. 2014), but it does not have a fixed meaning that is transferred between disciplines. Rather, it is a resource for making meaning in a way that is relevant to a discipline (Airey and Linder 2009). For example, the ‘right-hand rule’ is a gesture used in mechanics for the relationship between angular momentum and its direction of rotation, but is used in electromagnetism for the relationship between the directions of current and magnetic field (Airey and Linder 2017). In a discipline, modes work individually and together to give meaning to the valued ways of knowing and being.