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CwlnneLL School of MaLh Sclence & 1echnology
Lawrencevllle, CA

Ceorgla lnsLlLuLe of 1echnology S1L-u Summer 2013



2345#-.6 hyslcs LlecLrlclLy & MagneLlsm
71)8#6 9-11
2399#$.#8 :;<#6 2-3 90 mlnuLe perlods

:%=;-6 Pall LffecL and Pall Sensors (gaussmeLers)

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Are Lhe charge carrlers ln elecLrlc currenL poslLlve or negaLlve? Pow can we be sure?

Pow can we measure Lhe sLrengLh of a magneLlc fleld?

@4$.1)-.6

A currenL-carrylng conducLlve sheeL placed ln a magneLlc fleld wlll dlsplay Lhe
phenomenon known as Lhe Pall LffecL. 1hls effecL ls a small volLage measured longlLudlnally
across Lhe conducLlve sheeL. 1he slgn of Lhls volLage can be used Lo lnfer LhaL Lhe charge
carrlers of elecLrlc currenL are ln facL negaLlve parLlcles. SLudenLs ln Lhls lesson are Lasked wlLh
uLlllzlng Lhe Pall LffecL Lo learn how we know LhaL elecLrons are Lhe source of elecLrlc currenL,
noL proLons or some oLher poslLlve parLlcle. 1he lesson ls a pro[ecL-based learnlng acLlvlLy
where sLudenLs wlll creaLe Lhelr own deslgn for a devlce, raLher Lhan follow a sLep-by-sLep
process.
Lesson lan Pall LffecL aLLerson
@(;9&<#&. A;.0 2.).# )&8 "%-)( 2.)&8)18$6

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2'BC 2.38#&.$ A;(( #D)(3).# 1#().;%&$0;=$ 4#.A##& #(#-.1;-)( )&8 <)9&#.;- ,%1-#$C
d. ueLermlne Lhe relaLlonshlp beLween movlng elecLrlc charges and magneLlc
flelds.

2E20FC 2.38#&.$ A;(( 3$# .%%($ )&8 ;&$.13<#&.$ ,%1 %4$#1D;&9G <#)$31;&9G )&8
<)&;=3().;&9 $-;#&.;,;- #H3;=<#&. )&8 <).#1;)($C
a. uevelop and use sysLemaLlc procedures for recordlng and organlzlng
lnformaLlon.

"2',,#// 3$4,/5 .-6$$71 89.
I +(#-.1;-;.J )&8 K)9&#.;$<
Analyze (vla laboraLory analysls) Lhe properLles of magneLlc flelds and Lhelr
relaLlonshlp Lo elecLrlc flelds.
L45#-.;D#$6

- 1o deLermlne Lhe slgn of Lhe charge carrlers of convenLlonal elecLrlc currenL.
- 1o examlne Lhe lnLeracLlon beLween elecLrlc currenL and magneLlc flelds.
- 1o bulld a slmple elecLronlc devlce LhaL senses and measures magneLlc flelds.

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SLudenLs wlll be able Lo
ueLermlne Lhe dlrecLlon of force on a movlng charge or an elecLrlc currenL uslng Lhe
rlghL-hand rule.
rove LhaL convenLlonal elecLrlc currenL ls carrled by negaLlvely charged parLlcles.
CalculaLe Lhe sLrengLh of a magneLlc fleld from Pall volLage measuremenLs.
Lxpress how fundamenLal laws and Lheorles can be used Lo creaLe sensors and
measuremenL devlces.

M)-N91%3&86

Cne of Lhe mosL confuslng and non-lnLulLlve concepLs when sLudenLs are learnlng abouL
elecLrlc clrculLs ls Lhe deflnlLlon of convenLlonal currenL. Lvery sLudenL learns LhaL currenL flows
from poslLlve Lermlnals Lo negaLlve Lermlnals, and Lhls ls Lhe sLandard convenLlon for poslLlve
currenL. 1hls convenLlon perslsLs desplLe Lhe facL LhaL ln an elecLrlc clrculL Lhe negaLlvely
charged elecLrons flow opposlLe Lo Lhe dlrecLlon of currenL. CalculaLlons ln elecLrosLaLlcs and
elecLromagneLlsm are noL upended by Lhls seemlng conLradlcLlon because currenL ls deflned as
change ln charge over change ln Llme:

I = Q/t

Lesson lan Pall LffecL aLLerson
1he Q Lerm depends on Lhe slgn of Lhe charge. 8ecause of Lhls, a flow of ,#&(/':# parLlcles
movlng ln a dlrecLlon of ,#&(/':# currenL ls maLhemaLlcally equlvalenL Lo a flow of ;$1'/':#
parLlcles movlng ln a dlrecLlon of ;$1'/':# current (Students may find this easier as a negative
times a negative makes a positive). Mathematically there is no way to determine if the charge
carrlers of elecLrlc currenL are poslLlvely or negaLlvely charged.

The naming convention of positive and negative charge was established in the late
1700s by Benjamin Franklin. Franklins experiments involved rubbing wool onto wax and
observlng Lhe sLaLlc lnLeracLlons. Pe assumed LhaL an ob[ecL could elLher have a surplus or a
deflclency of charge, raLher Lhan assumlng LhaL Lhere are ln facL Lwo klnds of charge. lranklln
also assumed LhaL charge would flow from Lhe smooLh wax Lo Lhe rough wool, based on LexLure
alone. 8ecause Lhls dlrecLlon was backwards, he lncorrecLly named Lhe deflclency of charge as
positive and the surplus as negative. However, as we have seen, this convention is
maLhemaLlcally equlvalenL Lo lLs opposlLe, and Lhus Lhe precedenL was conLlnued as sclenLlsLs
began Lo sLudy elecLrlclLy ln earnesL. 1he ldea of Lwo separaLe charge carrlers was noL needed
unLll much laLer when Lhe lnLeracLlon beLween elecLrlclLy and magneLlsm was dlscovered.

ln Lhe 1800s, Ampere and CersLead dlscovered LhaL a currenL carrylng wlre ls affecLed
by a magneLlc fleld. SLudenLs are generally lnLroduced Lo Lhls ldea as a force on a movlng
charged parLlcle ln a magneLlc fleld, expressed as:

! " #" < #

1hls ls equlvalenL Lo magneLlc force experlenced on a currenL carrylng wlre:

! " $% < #

1he dlrecLlon of Lhe resulLanL force wlll (72(51 be perpendlcular Lo boLh Lhe magneLlc fleld and
Lhe lnlLlal moLlon of Lhe parLlcle, essenLlally acceleraLlng lL sldeways. 1he slgn of Lhe charge C ls
vlLally lmporLanL Lo deLermlnlng Lhe dlrecLlon of force a parLlcle experlences. A negaLlvely
charged parLlcle movlng Lhe same dlrecLlon ln Lhe same fleld as a poslLlvely charged parLlcle wlll
experlence a force ln Lhe $;;$1'/# dlrecLlon. SLudenLs requlre slgnlflcanL pracLlce evaluaLlng
cross producLs uslng Lhe rlghL-hand rule Lo properly undersLand Lhe dlrecLlons Lhe magneLlc
force wlll polnL.

ln 1879, Ldwln Pall hypoLheslzed LhaL lf a magneLlc fleld exerLs force on movlng charged
parLlcles, Lhe movlng charged parLlcles LhaL consLlLuLe an elecLrlc currenL should also
experlence Lhe same force. Pls experlmenLal seLup lnvolved measurlng a volLage across a
narrow conducLlve sLrlp LhaL was carrylng a currenL, shown below.

Lesson lan Pall LffecL aLLerson


noLe LhaL Lhls ls noL a compleLe clrculL schemaLlc. ln Lhe flgure above M ls Lhe dlrecLlon of Lhe
fleld everywhere, O ls Lhe dlrecLlon of currenL Lhrough Lhe solld conducLlng sheeL, and P ls
slmply a volLmeLer connecLed perpendlcular Lo Lhe dlrecLlon of currenL. 1he volLmeLer
measures whaL ls known as Lhe Pall volLage. under zero magneLlc fleld and hlgh currenL Lhe
Pall voltage will be zero because the moving charges are not deflected towards the meters
Lermlnals. Powever, under a sLrong magneLlc fleld and sLrong currenL, Lhe charge carrlers wlll
be deflecLed ln such a way LhaL Lhey bulld up on one slde of Lhe solld conducLlng sheeL.


ln Lhe flgure above we have assumed LhaL Lhe charge carrlers are negaLlve elecLrons movlng
opposlLe Lhe dlrecLlon of !. noLe LhaL due Lo " = ># < $ Lhe negaLlvely charged parLlcles wlll be
deflected upwards towards the voltmeters cathode. 1hls wlll glve a negaLlve Pall volLage
readlng! noLe LhaL lf we had assumed LhaL Lhe charge carrlers were poslLlve proLons movlng ln
Lhe same dlrecLlon as ! we would read a poslLlve volLage. 1hls negaLlve volLage ls Lhe
measuremenL LhaL Ldwln Pall made ln hls experlmenL. 1hls resulL ls Lhe evldence LhaL proves
elecLrlc currenL ls carrled by negaLlve parLlcles movlng opposlLe Lo !.

lurLhermore, Lhe Pall volLage can be calculaLed uslng Lhe followlng:

V
H
= IB/nqt
Lesson lan Pall LffecL aLLerson

where ? ls Lhe currenL, 8 ls Lhe magneLlc fleld ln 1eslas, , ls Lhe charge carrler denslLy of Lhe
maLerlal, @ ls Lhe fundamenLal charge, and / ls Lhe Lhlckness of Lhe maLerlal. lor mosL meLals,
Lhere wlll be a slngle charge carrler per aLom, and , can be calculaLed uslng Lhe molar mass and
Lhe denslLy of Lhe maLerlal.

K).#1;)($ @. (#)$. %&# =#1 91%3= %,6

9v 8aLLerles and 8aLLery pack C8 oLher uC power source
Wlres and alllgaLor cllps
LlecLrlcal Lape
Alumlnum foll
MulLlmeLer
neodymlum magneLs C8 oLher sLrong magneLlc fleld source
! SafeLy concern: SLrong magneLs can ln[ure flngers or skln.

'()&6

LxpecLed SLudenL 8ackground knowledge
SLudenLs should already be famlllar wlLh elecLrlc currenL, elecLrlc clrculLs, and
" = ># < $A 1hls pro[ecL ls deslgned Lo Lake place aL Lhe end of a unlL on elecLrlclLy and
magneLlsm.

1. SLudenLs wlll begln Lhe lesson wlLh Lhe Lwo essenLlal quesLlons. Ask sLudenLs Lo Lhlnk
about ways we could see or detect the directions of electrons. (5 mins)

2. LecLure componenL should begln wlLh hlsLory of elecLrlc charge from 8en lrankln Lo
Ldwln Pall. (3 mlns)

3. lnLroduce Lhe Pall effecL clrculL dlagram shown above. 1alk abouL Lhe dlrecLlon of
currenL wlLh sLudenLs. Make lL clear LhaL Lhe currenL wlll be flowlng Lhrough a *7(/ 16##/
and noL a llnear wlre. use a physlcal sheeL of alumlnum foll lf necessary. olnL ouL LhaL
Lhe Pall volLage measuremenL ls made perpendlcular Lo Lhe dlrecLlon of currenL. (13
mlns)

4. SpllL Lhe class lnLo Lwo halves. Cne half wlll conslder Lhe case of ;$1'/':# charge carrlers
Lravellng Lhe 1(+# dlrecLlon of currenL. Cne half wlll conslder Lhe case of ,#&(/':#
charge carrlers Lravellng Lhe $;;$1'/# dlrecLlon of currenL. Ask each group where Lhe
charges wlll pool on each slde of Lhe conducLlng sheeL. lf Lhe charges pool ln such a way
and our volLmeLer ls allgned ln such a way, wlll Lhe volLage we measure be poslLlve or
negaLlve? 1he groups wlll Lhen compare Lhelr concluslons. 1hls acLlvlLy could also be
done ln groups of Lwo as a Lhlnk-palr-share. (10 mlns)

Lesson lan Pall LffecL aLLerson
3. lf compuLers are avallable, have Lhe sLudenLs parLlclpaLe ln an lnLeracLlve Pall effecL
demo aL hLLp://www.magneL.fsu.edu/educaLlon/LuLorlals/[ava/halleffecL/ . 1hls demo
uses an elecLron beam lnsLead of an elecLrlc currenL. (10 mlns)

6. SLudenLs wlll now work on AssessmenL l, Lhe aLLached problem seL, elLher ln-class or as
homework. SLudenLs may work ln groups or alone. (13+ mlns)

7. 1he capsLone acLlvlLy for Lhls lesson ls Lhe pro[ecL-based learnlng acLlvlLy ouLllned ln Lhe
Pall LffecL Sensor ro[ecL PandouL (aLLached). SLudenLs wlll work ln small groups. 1hls
acLlvlLy ls deslgned for aL leasL one full day of ln-class work. (90 mlns)

8. SeL a dedlcaLed Llme for sLudenLs Lo demonsLraLe Lhelr worklng devlce Lo Lhe lnsLrucLor.
SLudenLs should be able Lo measure a small Pall volLage wlLh Lhelr flnlshed devlce, and
Lhls volLage should swlLch slgn when Lhe currenL dlrecLlon or magneL dlrecLlon ls
swlLched.

@$$#$$<#&.6

@$$#$$<#&. O
AssessmenL l ls a classwork or homework worksheeL (see appendlx). 1hls ls glven so LhaL
sLudenLs wlll be comforLable wlLh Lhe calculaLlon before Lhe pro[ecL lLself.

@$$#$$<#&. OO
AssessmenL ll ls a pro[ecL-based learnlng acLlvlLy. SLudenLs wlll work ln small groups Lo bulld
Lhelr own Pall effecL sensor devlce. 1he handouL for sLudenLs ls aLLached ln Lhe appendlx.

23<<)1J6

1hls lesson ls deslgned Lo be a hands-on pro[ecL based sLudenL deslgn experlence.
SLudenLs learn abouL Lhe speclflc phenomenon of Lhe Pall volLage of an elecLrlc currenL ln a
magneLlc fleld, and Lhen wlll use LhaL Lo deslgn Lhelr own elecLronlc clrculL devlce. 1he lesson
lncorporaLes englneerlng deslgn process prlnclples as well as LheoreLlcal physlcs knowledge.
1he lesson ob[ecLlves are assessed uslng a shorL problem seL as well as Lhe flnal sLudenL pro[ecL
devlce and deslgn.










Lesson lan Pall LffecL aLLerson
Q#,#1#&-#$

B(77 C**#-/A hLLp://hyperphyslcs.phy-asLr.gsu.edu/hbase/magneLlc/hall.hLml. 12 !une 2013.

B(77 C**#-/ D4/$%'(7A naLlonal Plgh MagneLlc lleld LaboraLory. unlverslLy of llorlda.
hLLp://www.magneL.fsu.edu/educaLlon/LuLorlals/[ava/halleffecL/. 22 !une 2013.

Serway, 8aymond. 8elchner, 8oberL. )651'-1 *$% .-'#,/'1/1 (,0 C,&',##%1A 3
Lh
ed. Saunders
College ubllshlng: lorL WorLh. 2000.

1anenbaum, Andrew S. 3$,:#,/'$,(7 :#%141 C7#-/%$, E7$2A
hLLp://www.allabouLclrculLs.com/vol_1/chpL_1/7.hLml. 19 !une 2013.
Lesson lan Pall LffecL aLLerson
ALnulx

l. Pall LffecL roblem SeL
ll. Pall LffecL Sensor ro[ecL PandouL
lll. SelecLed owerolnL Slldes
Lesson lan Pall LffecL aLLerson
name________________________________ uaLe___________ erlod_______

1. A recLangular copper sLrlp has 8.49x10
28
elecLrons per cublc meLer. 1he sLrlp ls 0.10cm
Lhlck and carrles a currenL of 3.0 A. llnd Lhe hall volLage lf Lhe sLrlp ls placed ln a 1.2 1
magneLlc fleld.









2. A sLudenL wanLs Lo bulld an alumlnum sLrlp Lo observe Lhe Pall LffecL, buL she does noL
know Lhe charge carrler denslLy, ,F for alumlnum. Assumlng LhaL alumlnum has one free
elecLron per aLom, how many free elecLrons are Lhere ln 1 mol of alumlnum? lf Lhe denslLy
of alumlnum ls 2.7x10
-6
g/m
3
whaL ls Lhe denslLy of free elecLrons, ,F ln alumlnum?









3. In an experiment designed to measure the Earths magnetic field using the Hall effect, a
copper bar 0.300 cm Lhlck ls poslLloned along an easL wesL dlrecLlon. lf a currenL of 8.00 A
in the conductor results in a Hall voltage of 5.10 pV (thats picovolLs!), whaL ls Lhe
magnitude of the Earths magnetic field? (Assume that , = 8.48x10
28
elecLrons/m
3
.)
Lesson lan Pall LffecL aLLerson

Hall Effect Sensor Project
INTRODUCTION
The Hall Effect is crucial to proving that the electron is the thing doing the moving in an electric current.
It can be used to detect and measure the strength of a magnetic field. In the electronics industry these
are called Hall sensors or gaussmeters (1 Gauss is equal to 0.0001 Teslas, a 1 Tesla magnetic field is a
huge magnetic field!) For a thin conducting sheet inside of a magnetic field, the Hall Voltage will be:

V = IB/nqt

where I is the current in amps, B is the magnetic field in Teslas, n is the charge carrier density of the
conductor, q is the charge of an electron, and t is the thickness of the material.

For aluminum foil:
n = 6.02x10^28
t = 0.016 mm
TASK(S)
Using your knowledge of electric circuits, magnetic fields, and the Hall Effect:
Design and build a device to measure the Hall voltage when placed near a magnet
Calculate the strength of the magnet based on your voltage measurement
Determine the direction the magnetic field is facing
Prove that the charge carriers of electric current are negative particles moving opposite the
direction of conventional current.
ACTIVITY/PROCESS

1. In your engineering notebook, design and draw a schematic circuit diagram for a prototype
device. (Remember: pay special attention to the positive and negative terminals of the voltmeter,
direction of the voltage matters!)
2. Build the prototype device.
3. Test the prototype and record the results in your notebook. Were you able to measure a voltage?
Why or why not do you think this is the case?
4. What improvements can you make to your design? Return to your prototype and make revisions
as necessary.
5. Measure and record the Hall Voltage.
6. Using the voltage you measured, calculate the strength of the magnet in Teslas.
7. What proof do you have that the charge carriers are negative? Keep very good track of the
direction of the current, the north pole of the magnet, and the direction of the voltage!

Lesson lan Pall LffecL aLLerson
Hall Effect Sensor Project
MATERIALS
The following materials will be available for you to use. Additional materials may be requested
from the instructor on an as-needed basis.
9V Batteries and Battery pack (use two batteries per pack)
Wires and alligator clips
Electrical tape
Aluminum foil
Cardboard or cardstock
Multimeter
1 Neodymium magnet (ONE per group)

EVALUATION
You will be evaluated on the following criteria:
Initial design and schematic circuit diagram
Prototype test and results
Refinement of design based on prototype results
Finished device and final circuit diagram
Successful measurement of Hall Voltage
Calculation of magnet strength based on measured voltage
Proof that the charge carriers are negative



Which of these is correct? Whats really
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Ben Franklin set precedent for positive and
negative charge.
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