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FARADAYPROJECT

This document describes a chemistry investigatory project conducted by a student named Disha Dhanwani. The project aimed to investigate the working of a Gaussian gauge. It provides certificates confirming Disha satisfactorily completed the project and submitted the report on time as required. It also includes an acknowledgement thanking those who supported the project and an index of topics to be covered.

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Monisha arumugam
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51 views11 pages

FARADAYPROJECT

This document describes a chemistry investigatory project conducted by a student named Disha Dhanwani. The project aimed to investigate the working of a Gaussian gauge. It provides certificates confirming Disha satisfactorily completed the project and submitted the report on time as required. It also includes an acknowledgement thanking those who supported the project and an index of topics to be covered.

Uploaded by

Monisha arumugam
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Chemistry investigatory project

Academic year 2023 – 2024

To Investigate the working of Gaussian guage

Name – DISHA DHANWANI


Class – 12 A
Roll no –
This is to certify that DISHA DHANWANI, a student of class 12 has
satisfactory completed her project titled “To Investigate the working of
Gaussian guage” and submitted the project report on time as
prescribed by the CBSE for the year 2023-2024.

INTERNAL EXAMINER EXTERNAL EXAMINER

PRINCIPAL SIGNATURE SCHOOL STAMP


ACKNOWLEDGEMENT

Firstly I would like to thank my school principal Mrs. ARCHANA


KSHISAGAR And chemistry Mrs. NUPUR
For giving me the golden opportunity to do the project on
“To Investigate the working of Gaussian guage”

I would also like to thank my parents and friends who gave me valuable
support, encouragement, suggestions and guidance which in turn led
to the successful completion of the project within the given time frame.
INDEX

Sr .No Topic Page No.


INTRODUCTION
In this project, we developed a hands-on activity and related
demonstrations that focus on the shielding property of Faraday cages,
which are metal enclosures that can block out electromagnetic waves.
Faraday cages are valuable tools for explaining electricity and
magnetism to students because they produce intriguing, easily
observable phenomena while applying an understanding of various
physics concepts. Students can test electromagnetic shielding in a fun
and simple manner by placing a communication device inside a
conducting container, closing the lid, and observing whether the device
is immediately silenced. The ease of making and testing Faraday cages
with easily obtainable materials is conducive to the classroom
atmosphere for which this project was designed. The cage system can
also accommodate further complexity, given that varying conducting
wall thickness and continuity will affect shielding performance.
Moreover, the Faraday shielding effect often emerges in real-world
scenarios. An understanding of these cages can elucidate several
fascinating concepts, from why cell phone reception is so weak in
elevators, to how high-security organizations use metal rooms to
prevent electronic espionage. The various manifestations of
electromagnetic shielding offer students opportunities to explain
natural phenomena with their own scientific knowledge. This prompts
students to adopt a self-motivated, inquisitive mindset that can extend
through their educational career and beyond.
OBJECTIVE OF THIS PROJECT:
Faraday cages shield their contents from electromagnetic radiation.
Basically, when an electromagnetic field hits something that can
conduct electricity, the charges remain on the outside of the conductor
rather than traveling inside.

EXPERIMENT

AIM : Use of Faraday cage to shield things from Electromagnetic fields

REQUIREMENTS :
Metal Mesh (a variety of different metals/mesh sizes would be valuable)
Cardboard Box
Radio with both AM and FM capabilities
Cell phone
Baby monitor
Packing tape and/or hot glue gun
Scissors

GETTING READY:
Lay out the different types of meshes, such that students can easily
decide which types of mesh to incorporate in their Faraday cages.
PROCEDURE:
1. After explaining the appropriate background concepts, introduce
the activity by telling students that they can make a radio turn on
or off without actually touching it.
2. Give each group of students a cardboard box.
3. Explain to the students how different thicknesses and mesh sizes
will affect the cage.
4. Let the students choose how many layers to incorporate into their
Faraday cage, and ask them to predict whether the cage will
cancel FM radio signals, AM radio signals, or both types.
5. Have the students cover the cardboard box with the mesh. Ensure
that students tape the mesh to every side of the box, making sure
that all areas are covered such that when closed, the metal
surface of the box is contiguous. The result is a Faraday enclosure.

TIME – SAVING PROCEDURE:


1. Instead of having each group of students build their own Faraday
cages, prepare the cages beforehand and allow the students to
choose which cage(s) they would like to test out.
2. Prepare different cages with varying numbers of mesh layers, as
well as cages with large holes in the mesh walls. If necessary, label
the cages so that the students can clearly differentiate between
cages of different layers/continuity.
3. Then let the students test out the different cages and examine
trends in the results.

OBSERVATIONS:
CALCULATIONS:
RESULT:

SAFETY:
The metal mesh can be dangerous for students to use because of the
sharp edges, which should be folded and taped securely to prevent
scratches. Teacher supervision is most important during mesh cage
construction, in which the mesh will likely be cut again, exposing frayed
edges. Additionally, the hot glue gun might pose the risk of minor burns.
BIBLOGRAPHY:
1. Kridel, Tim. "Caging the Wireless Beast." Pro AV Magazine 1 May
2007: 78-79.

2. Driscoll, David P. “Massachusetts Science and


Technology/Engineering Curriculum Framework.” October 2006.
Massachusetts Department of Education. Human Resource
Director, Malden, Ma. April 2, 2008.
<http://www.doe.mass.edu/frameworks/scitech/ 1006.pdf>.

3. Pyper, Brian A. “Why is Physics Hard?” Physics Education Research


Conference 2007. University of North Carolina, Greensboro. 1-2
Aug. 2007.

4. Belcher, John and Yehudit Judy Dori.” Learning Electromagnetism


with Visualizations and Active Learning.” Visualization in Science
Education. Ed. Gilbert, John. Dordrecht: Springer, 2005.

5. Podolefsky, Noah S. and Noah D. Finkelstein. “Analogical


scaffolding and the learning of abstract ideas in physics: An
example from electromagnetic waves.” Physical Review Special
Topics: Physics Education Research, 2007.

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