History and Development
The conversion of electrical energy into mechanical energy by electromagnetic means was demonstrated by the British scientist Michael Faraday in 1821. A free-hanging wire was dipped into a pool of mercury, on which a permanent magnet was placed. When a current was passed through the wire, the wire rotated around the magnet, showing that the current gave rise to a close circular magnetic field around the wire. This motor is often demonstrated in school physics classes, but brine (salt water) is sometimes used in place of the toxic mercury. A later refinement is the Barlow's wheel. These were demonstration devices only, unsuited to practical applications due to their primitive construction. These are the simplest forms of a class of devices called homopolar motors.
In 1827, Hungarian physicist Ányos Jedlik started experimenting with electromagnetic coils. After Jedlik solved the technical problems of the continuous rotation with the invention of commutator, he called his early devices as "electromagnetic self-rotors". Although they were used only for instructional purposes, in 1828 Jedlik demonstrated the first device to contain the three main components of practical direct current motors: the stator, rotor and commutator. The device employed no permanent magnets, as the magnetic fields of both the stationary and revolving components were produced solely by the currents flowing through their windings. The multipolar motors can use the power of both magnetic interaction: the attraction and repulsion.
Read more about this topic: Electric Motor
Famous quotes containing the words history and/or development:
“What we call National-Socialism is the poisonous perversion of ideas which have a long history in German intellectual life.”
—Thomas Mann (1875–1955)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)