Electricity production and use : electricity production and use , electricity from friction , electricity from magnetism , electricity from chemical energy , electricity from light , electricity from heat , electricity from mechanical pressure: piezoelectricity , the effects of electricity and summary of electricity production and use

 

Electricity Production and Use

2–1 ELECTRICITY PRODUCTION BY ENERGY CONVERSION

As we have seen in Chapter 1, electricity is a form of natural energy and, thus, can neither be created nor destroyed. What mankind has learned, however, is to derive the desired electrical effect from the conversion of any of the existing types of energy, such as heat, light, magnetic, chemical, and mechanical energy.

Sometimes the conversion process is a simple one, producing the desired electricity in a one-step operation. A photocell, for instance, delivers an electrical voltage as soon as light energy falls onto it.

More often than not, the conversion process is a complex one, requiring many intermediate steps. Consider, for example, how large power plants generate electricity for their customers.

The process begins with burning fossil fuels, either coal or gas, to create heat. The heat energy is used to produce steam for a turbine that, in turn, delivers mechanical energy to a generator. Part of this mechanical energy is converted into magnetism because a generator requires magnetic energy to produce the desired electrical energy. The flowchart that follows depicts this multiple conversion process.

image

 
 

Such multiple conversions are rather inefficient if one considers the losses involved in each conversion process. For every dollar’s worth of fuel burnt by the electric power company, only a few cents’ worth of electricity are realized at the consumers’ end. This is because every machine (converter of energy) requires an input that is greater than the output it produces. If you are unfamiliar with this concept, you may want to read about the efficiency of machines in Chapter 19. Remember, every machine (converter of energy) requires more input than it produces output.

Let us now have a closer look at some of the energy sources that are suitable to dislodge the valence electrons from their orbits, thereby creating the desired electrical effect.

2–2 ELECTRICITY FROM FRICTION

In Section 1–3 we discussed the well-known phenomenon of accumulating electrical charges on insulators, such as glass or rubber, by rubbing these substances intensely. The frictional heat causes the surface atoms to give up their valence electrons, giving rise to ac­cumulated, nonmoving charges known as static electricity. Chapter 3 is devoted to a more detailed description of this phenomenon.

2–3 ELECTRICITY FROM MAGNETISM

We have already mentioned that electrical generators operate on the principle of mag­netism. Magnetism plays such an important part in the future study of electricity and elec­tronics that we will devote Chapters 15 and 16 to this subject.

For our present discussion it will suffice to know of the invisible force field that exists between the north pole and the south pole of a magnet.

Figure 2–1 illustrates how the force of this magnetic field can be used to push the free electrons of a conductor as it is being moved within a magnetic field. This principle of inducing a current flow in a wire when it is moved within a magnetic field is known as electromagnetic induction. It is the basis of every generator, however small or large.

image

2–4 ELECTRICITY FROM CHEMICAL ENERGY

When schoolchildren experiment with basic electrical principles, they sometimes make a battery from a grapefruit or lemon. They insert two dissimilar metals into the fruit and find a small but demonstrable voltage between the two metal strips known as electrodes. The acetic acid of the fruit juice is the electrolyte, which interacts with the metals, causing a transfer of electrons. Thus, one electrode will accumulate a great surplus of electrons, making it negative with respect to the other electrode, which is con­sidered to be positive because it suffers a shortage of electrons.

The word cell refers to such a basic arrangement of a chemical substance, the electrolyte, interacting with two dissimilar electrodes. A battery is an arrangement of mul­tiple cells.

By this definition, the ordinary flashlight battery should really be called a cell, or, more commonly, a dry cell. When new, such common dry cells yield 1.5 volts. By contrast, a 12-volt car battery is a true battery, comprised of six wet cells, each providing 2 volts. Understand that all cells are basically wet. Dry cells, however, contain electrolyte as a moist paste. With a paste electrolyte and sealed construction, a dry cell provides the advantage of being functional in any position.

Some cells are classified as primary cells because their chemical materials are used up as electrical energy is being produced. Primary cells are discarded after they are run down.

By contrast, secondary cells can be recharged, because the chemical reaction within the cell is reversible. Car batteries, for example, are composed of secondary cells.

You should remember that cells and batteries have a fixed polarity, which gives rise to a unidirectional current flow; in other words, cells and batteries always deliver direct cur­rent. There is no such thing as an AC battery.

Cells and batteries are explained in greater detail in Chapter 14 of this book.

2–5 ELECTRICITY FROM LIGHT

Most of the life-sustaining energy encountered on our planet is derived from the sun in the form of heat and light energy.

Light energyaccording to one theory of physics, is transmitted by small particles known as photons. When light strikes the surface of certain materials, called semi­conductors, the photons jar electrons loose from their low-energy state, and the semi ­conductor accumulates opposite charges similar to those of a battery. Such a device, shown in Figure 2–2, is known as a photovoltaic cell.

The solar cell is an improved type of photovoltaic cell. Specially treated silicon wa­fers, known as P-type silicon and N-type silicon, are fused together to form a junction. When photons strike such a device, opposite charges accumulate along the junction, pro­ducing electrical energy, Figure 2–3.

The photovoltaic devices described in this section must not be confused with photo­conductive devices. Photoconductive devices do not produce electricity but change their internal resistance when struck by light. One of the most common photoconductive devices is the cad cell. It exhibits a resistance of approximately 50 ohms in direct sunlight and several hundred thousand ohms when in darkness.

The open-circuit voltage of a solar cell is about 0.5 volt. Voltage and efficiency (up to 25%) are fairly independent of the amount of illumination, but more light increases the current.

Solar batteries are used to energize electronic equipment in artificial satellites. The communication satellite Telstar is powered by 3,600 solar cells. Solar batteries are also used for maintaining a charge on storage batteries used for rural telephone systems.

image

2–6 ELECTRICITY FROM HEAT

Thermoelectric effects utilizing temperature differentials to generate an electrical voltage have been known for a long time. As early as 1822, a German scientist named Seebeck showed that a circuit, such as in Figure 2–4, produces a steady current as long as the two junctions are at different temperatures.

The letters A and B in the drawing represent two different metals or, possibly, differ­ent semiconductors. This direct production of an electromotive force (emf) from heat is sometimes referred to as the Seebeck effect.

The explanation for the production of thermal voltage is found by a study of elec­tron energies in conductors. When any two dissimilar metals, such as copper and iron, are in contact with each other, there is a tendency for a few electrons to drift out of one material and into the other. This slight accumulation of electrons causes a so-called contact potential difference between the materials.

It is a small voltage, difficult to measure and usually noticed only as a nuisance in delicate measurements. As shown in Figure 2–5, application of heat changes the contact

image

 
image

clip_image002[3]

 

voltage at the heated junction, and the difference in the contact voltage at the two junctions is the useful thermal emf.

Thermocouple is the name given to devices that produce a small emf when the junction of two dissimilar metals is being heated. The voltage output is a direct func­tion of the amount of heat applied and can be used to measure temperature, especially temperatures beyond the range of liquid-containing glass thermometers. Thermocouples produce very small voltages rated in millivolts only. (Remember, 1 millivolt = 0.001 volt.)

Increased voltage output can be achieved when several thermocouples are placed in series, as in Figure 2–6. Such an arrangement is called a thermopile.

Gas-fired heating equipment is commonly controlled by an arrangement such as shown in Figure 2–7. The thermostat is a switch that closes when the room cools and turns on the gas supply to the furnace. The incoming gas is ignited by a pilot light. The pilot also heats a thermocouple, producing current so that the relay coil can hold switch S closed. If the pilot flame fails, switch S opens so that the main gas valve cannot be opened by the thermostat. Thus, the thermocouple acts as a safety device, preventing an accumulation of unburned gas in the furnace area.

image

clip_image002[4]

 

2–7 ELECTRICITY FROM MECHANICAL PRESSURE: PIEZOELECTRICITY

The term piezo (pronounced pee-ay´-zo) means pressure. Some materials develop opposite electrical charges on opposite sides when they are compressed (or twisted, bent, or stretched). The most common application of this effect is in crystal microphones and crystal pickups for record players. Rochelle salt (sodium potassium tartrate) crystals are twisted back and forth by the sideways vibration of the phonograph stylus, producing alter­nating voltage on opposite sides of the crystals. That voltage, containing all the elements of speech or music, is used as the input signal voltage for an amplifier.

Some ceramic materials, such as barium titanate, show this piezoelectric property and can be used in record player pickups. A piece of barium titanate, when tapped with a heavy object, Figure 2–8, produces enough voltage to flash a small neon lamp of the type NE-2 (0.04 W). Wires from the lamp contact each end of the piezoelectric material. As shown in the picture, a scrap of hard plastic is placed as a cushion between the hammer and the brittle barium titanate.

image

2–8 THE EFFECTS OF ELECTRICITY

Up to this point we have been concerned with the conversion of various energy into electrical energy. It should come as no surprise that this process is revers ible at the con­sumer’s end. After all, the production of light and heat from electrical power is so common in our daily lives that we need hardly mention it. But what of the other forms of energy that we discussed earlier? Some of their uses may not be obvious, so let us explain.

Chemical Reaction from Electricity

Certain industrial processes call for chemical reactions that can be initiated by an electrical current. This process, known as electrolysis, uses the electrical current to produce desirable chemical changes or variations in the properties of certain substances. An obvious application is found in the generation of voltages from chemical batteries, as explained in Section 2–4 and in Chapter 14. Electrolysis also finds application in the electroplating of metals, the production of chemicals, the refining of copper, and the extraction of aluminum and magnesium from their ores.

Mechanical Pressure from Electricity: The Piezoelectric Effect

We have seen, in Section 2–7, that the slight bending of a quartz crystal causes an alternat­ing voltage to appear on its faces. This effect can also be reversed by applying opposite charges (voltage) to the faces of a slice of quartz so that the quartz crystals bend slightly. If the charges are reversed repeatedly (by an application of AC) at a frequency that is close to the natural me­chanical vibration frequency of the crystal, the crystal begins to bend and vibrate rapidly back and forth. This mechanical oscillation, in turn, sustains the continued production of alternating charges on the faces of the crystal. Since a given crystal will oscillate at only one frequency,

the quartz crystal is used to control the frequency of rapidly alternating voltages in radio trans­mitters. In other words, vibrating crystals are used in electronic circuits where high-frequency AC is being generated and stabilized. Crystals have found wide application in two-way radio communication sets.

 

Vibrating crystals are also used in small earphones, where the crystal vibrates a diaphragm, causing audible sound waves. Similarly, vibrating crystals have been used suc­cessfully in the production of small microphones used in cell phones.

Vibrating crystals can also be used in the production of ultrasonic vibrations (approximately 50,000 cycles per second), which are used for medical purposes or in ultra­sonic cleaners.

Industry uses piezo materials as transducers for pressure indicators or indicators of mechanical vibration of machine parts.

Magnetism from Electricity

Electricity and magnetism are two closely related phenomena. Whenever an elec­trical current flows, magnetic forces are being created. This effect is known as electro­ magnetism.

Electromagnetism finds countless applications in a multitude of electrical and electronic devices and appliances. For example, every electrical machine or appliance producing motion is bound to have electromagnetic forces at work. Just think of all the household appliances driven by an electric motor. All electric motors operate on electromagnetism.

Without electromagnetism there would be no radio and television as we know them because the sound from the loudspeaker and the picture on your TV screen are produced electromagnetically.

These are just a few examples highlighting the importance of magnetism produced by electricity. The subject of electromagnetism is covered more extensively in Chapters 15 and 16.

SUMMARY

• Electricity is produced by conversion from other energy sources, for example, friction, heat, light, magnetism, pressure, and chemical activity.

• Friction between certain insulating substances gives rise to static electricity.

• Electrical generators operate on electromagnetic principles.

• Photovoltaic devices convert light energy directly into electrical energy.

• Piezoelectricity (pressure emf) is a voltage developed by mechanically distorting cer­tain crystals and ceramics. This emf is used in pickups and control elements, not as a power producer.

• Heat applied to the junction of two metals will displace electrons from one metal to the other. This emf is used in thermocouples for high temperature measurements.

• Batteries produce DC electricity from chemical energy.

• Cells and batteries are classified as being either primary or secondary.

• When electricity is used, its energy reverts back to any of the original source energies. In other words, the effects of electricity can be either heat, light, magnetism, pressure, or chemical activity.

clip_image002[7]

Achievement Review

1. Name five methods (energy conversions) to generate electricity. Give an example of each.

2. What is meant by the term electromagnetic induction?

3. Explain the difference between the words photovoltaic and photoconductive.

4. Name at least two applications for:

• Thermocouples

• Piezoelectricity

• Electrolysis

• Electromagnetism

 

Electricity production and use : electricity production and use , electricity from friction , electricity from magnetism , electricity from chemical energy , electricity from light , electricity from heat , electricity from mechanical pressure: piezoelectricity , the effects of electricity and summary of electricity production and use

 

Electricity Production and Use

2–1 ELECTRICITY PRODUCTION BY ENERGY CONVERSION

As we have seen in Chapter 1, electricity is a form of natural energy and, thus, can neither be created nor destroyed. What mankind has learned, however, is to derive the desired electrical effect from the conversion of any of the existing types of energy, such as heat, light, magnetic, chemical, and mechanical energy.

Sometimes the conversion process is a simple one, producing the desired electricity in a one-step operation. A photocell, for instance, delivers an electrical voltage as soon as light energy falls onto it.

More often than not, the conversion process is a complex one, requiring many intermediate steps. Consider, for example, how large power plants generate electricity for their customers.

The process begins with burning fossil fuels, either coal or gas, to create heat. The heat energy is used to produce steam for a turbine that, in turn, delivers mechanical energy to a generator. Part of this mechanical energy is converted into magnetism because a generator requires magnetic energy to produce the desired electrical energy. The flowchart that follows depicts this multiple conversion process.

image

 
 

Such multiple conversions are rather inefficient if one considers the losses involved in each conversion process. For every dollar’s worth of fuel burnt by the electric power company, only a few cents’ worth of electricity are realized at the consumers’ end. This is because every machine (converter of energy) requires an input that is greater than the output it produces. If you are unfamiliar with this concept, you may want to read about the efficiency of machines in Chapter 19. Remember, every machine (converter of energy) requires more input than it produces output.

Let us now have a closer look at some of the energy sources that are suitable to dislodge the valence electrons from their orbits, thereby creating the desired electrical effect.

2–2 ELECTRICITY FROM FRICTION

In Section 1–3 we discussed the well-known phenomenon of accumulating electrical charges on insulators, such as glass or rubber, by rubbing these substances intensely. The frictional heat causes the surface atoms to give up their valence electrons, giving rise to ac­cumulated, nonmoving charges known as static electricity. Chapter 3 is devoted to a more detailed description of this phenomenon.

2–3 ELECTRICITY FROM MAGNETISM

We have already mentioned that electrical generators operate on the principle of mag­netism. Magnetism plays such an important part in the future study of electricity and elec­tronics that we will devote Chapters 15 and 16 to this subject.

For our present discussion it will suffice to know of the invisible force field that exists between the north pole and the south pole of a magnet.

Figure 2–1 illustrates how the force of this magnetic field can be used to push the free electrons of a conductor as it is being moved within a magnetic field. This principle of inducing a current flow in a wire when it is moved within a magnetic field is known as electromagnetic induction. It is the basis of every generator, however small or large.

image

2–4 ELECTRICITY FROM CHEMICAL ENERGY

When schoolchildren experiment with basic electrical principles, they sometimes make a battery from a grapefruit or lemon. They insert two dissimilar metals into the fruit and find a small but demonstrable voltage between the two metal strips known as electrodes. The acetic acid of the fruit juice is the electrolyte, which interacts with the metals, causing a transfer of electrons. Thus, one electrode will accumulate a great surplus of electrons, making it negative with respect to the other electrode, which is con­sidered to be positive because it suffers a shortage of electrons.

The word cell refers to such a basic arrangement of a chemical substance, the electrolyte, interacting with two dissimilar electrodes. A battery is an arrangement of mul­tiple cells.

By this definition, the ordinary flashlight battery should really be called a cell, or, more commonly, a dry cell. When new, such common dry cells yield 1.5 volts. By contrast, a 12-volt car battery is a true battery, comprised of six wet cells, each providing 2 volts. Understand that all cells are basically wet. Dry cells, however, contain electrolyte as a moist paste. With a paste electrolyte and sealed construction, a dry cell provides the advantage of being functional in any position.

Some cells are classified as primary cells because their chemical materials are used up as electrical energy is being produced. Primary cells are discarded after they are run down.

By contrast, secondary cells can be recharged, because the chemical reaction within the cell is reversible. Car batteries, for example, are composed of secondary cells.

You should remember that cells and batteries have a fixed polarity, which gives rise to a unidirectional current flow; in other words, cells and batteries always deliver direct cur­rent. There is no such thing as an AC battery.

Cells and batteries are explained in greater detail in Chapter 14 of this book.

2–5 ELECTRICITY FROM LIGHT

Most of the life-sustaining energy encountered on our planet is derived from the sun in the form of heat and light energy.

Light energyaccording to one theory of physics, is transmitted by small particles known as photons. When light strikes the surface of certain materials, called semi­conductors, the photons jar electrons loose from their low-energy state, and the semi ­conductor accumulates opposite charges similar to those of a battery. Such a device, shown in Figure 2–2, is known as a photovoltaic cell.

The solar cell is an improved type of photovoltaic cell. Specially treated silicon wa­fers, known as P-type silicon and N-type silicon, are fused together to form a junction. When photons strike such a device, opposite charges accumulate along the junction, pro­ducing electrical energy, Figure 2–3.

The photovoltaic devices described in this section must not be confused with photo­conductive devices. Photoconductive devices do not produce electricity but change their internal resistance when struck by light. One of the most common photoconductive devices is the cad cell. It exhibits a resistance of approximately 50 ohms in direct sunlight and several hundred thousand ohms when in darkness.

The open-circuit voltage of a solar cell is about 0.5 volt. Voltage and efficiency (up to 25%) are fairly independent of the amount of illumination, but more light increases the current.

Solar batteries are used to energize electronic equipment in artificial satellites. The communication satellite Telstar is powered by 3,600 solar cells. Solar batteries are also used for maintaining a charge on storage batteries used for rural telephone systems.

image

2–6 ELECTRICITY FROM HEAT

Thermoelectric effects utilizing temperature differentials to generate an electrical voltage have been known for a long time. As early as 1822, a German scientist named Seebeck showed that a circuit, such as in Figure 2–4, produces a steady current as long as the two junctions are at different temperatures.

The letters A and B in the drawing represent two different metals or, possibly, differ­ent semiconductors. This direct production of an electromotive force (emf) from heat is sometimes referred to as the Seebeck effect.

The explanation for the production of thermal voltage is found by a study of elec­tron energies in conductors. When any two dissimilar metals, such as copper and iron, are in contact with each other, there is a tendency for a few electrons to drift out of one material and into the other. This slight accumulation of electrons causes a so-called contact potential difference between the materials.

It is a small voltage, difficult to measure and usually noticed only as a nuisance in delicate measurements. As shown in Figure 2–5, application of heat changes the contact

image

 
image

clip_image002[3]

 

voltage at the heated junction, and the difference in the contact voltage at the two junctions is the useful thermal emf.

Thermocouple is the name given to devices that produce a small emf when the junction of two dissimilar metals is being heated. The voltage output is a direct func­tion of the amount of heat applied and can be used to measure temperature, especially temperatures beyond the range of liquid-containing glass thermometers. Thermocouples produce very small voltages rated in millivolts only. (Remember, 1 millivolt = 0.001 volt.)

Increased voltage output can be achieved when several thermocouples are placed in series, as in Figure 2–6. Such an arrangement is called a thermopile.

Gas-fired heating equipment is commonly controlled by an arrangement such as shown in Figure 2–7. The thermostat is a switch that closes when the room cools and turns on the gas supply to the furnace. The incoming gas is ignited by a pilot light. The pilot also heats a thermocouple, producing current so that the relay coil can hold switch S closed. If the pilot flame fails, switch S opens so that the main gas valve cannot be opened by the thermostat. Thus, the thermocouple acts as a safety device, preventing an accumulation of unburned gas in the furnace area.

image

clip_image002[4]

 

2–7 ELECTRICITY FROM MECHANICAL PRESSURE: PIEZOELECTRICITY

The term piezo (pronounced pee-ay´-zo) means pressure. Some materials develop opposite electrical charges on opposite sides when they are compressed (or twisted, bent, or stretched). The most common application of this effect is in crystal microphones and crystal pickups for record players. Rochelle salt (sodium potassium tartrate) crystals are twisted back and forth by the sideways vibration of the phonograph stylus, producing alter­nating voltage on opposite sides of the crystals. That voltage, containing all the elements of speech or music, is used as the input signal voltage for an amplifier.

Some ceramic materials, such as barium titanate, show this piezoelectric property and can be used in record player pickups. A piece of barium titanate, when tapped with a heavy object, Figure 2–8, produces enough voltage to flash a small neon lamp of the type NE-2 (0.04 W). Wires from the lamp contact each end of the piezoelectric material. As shown in the picture, a scrap of hard plastic is placed as a cushion between the hammer and the brittle barium titanate.

image

2–8 THE EFFECTS OF ELECTRICITY

Up to this point we have been concerned with the conversion of various energy into electrical energy. It should come as no surprise that this process is revers ible at the con­sumer’s end. After all, the production of light and heat from electrical power is so common in our daily lives that we need hardly mention it. But what of the other forms of energy that we discussed earlier? Some of their uses may not be obvious, so let us explain.

Chemical Reaction from Electricity

Certain industrial processes call for chemical reactions that can be initiated by an electrical current. This process, known as electrolysis, uses the electrical current to produce desirable chemical changes or variations in the properties of certain substances. An obvious application is found in the generation of voltages from chemical batteries, as explained in Section 2–4 and in Chapter 14. Electrolysis also finds application in the electroplating of metals, the production of chemicals, the refining of copper, and the extraction of aluminum and magnesium from their ores.

Mechanical Pressure from Electricity: The Piezoelectric Effect

We have seen, in Section 2–7, that the slight bending of a quartz crystal causes an alternat­ing voltage to appear on its faces. This effect can also be reversed by applying opposite charges (voltage) to the faces of a slice of quartz so that the quartz crystals bend slightly. If the charges are reversed repeatedly (by an application of AC) at a frequency that is close to the natural me­chanical vibration frequency of the crystal, the crystal begins to bend and vibrate rapidly back and forth. This mechanical oscillation, in turn, sustains the continued production of alternating charges on the faces of the crystal. Since a given crystal will oscillate at only one frequency,

the quartz crystal is used to control the frequency of rapidly alternating voltages in radio trans­mitters. In other words, vibrating crystals are used in electronic circuits where high-frequency AC is being generated and stabilized. Crystals have found wide application in two-way radio communication sets.

 

Vibrating crystals are also used in small earphones, where the crystal vibrates a diaphragm, causing audible sound waves. Similarly, vibrating crystals have been used suc­cessfully in the production of small microphones used in cell phones.

Vibrating crystals can also be used in the production of ultrasonic vibrations (approximately 50,000 cycles per second), which are used for medical purposes or in ultra­sonic cleaners.

Industry uses piezo materials as transducers for pressure indicators or indicators of mechanical vibration of machine parts.

Magnetism from Electricity

Electricity and magnetism are two closely related phenomena. Whenever an elec­trical current flows, magnetic forces are being created. This effect is known as electro­ magnetism.

Electromagnetism finds countless applications in a multitude of electrical and electronic devices and appliances. For example, every electrical machine or appliance producing motion is bound to have electromagnetic forces at work. Just think of all the household appliances driven by an electric motor. All electric motors operate on electromagnetism.

Without electromagnetism there would be no radio and television as we know them because the sound from the loudspeaker and the picture on your TV screen are produced electromagnetically.

These are just a few examples highlighting the importance of magnetism produced by electricity. The subject of electromagnetism is covered more extensively in Chapters 15 and 16.

SUMMARY

• Electricity is produced by conversion from other energy sources, for example, friction, heat, light, magnetism, pressure, and chemical activity.

• Friction between certain insulating substances gives rise to static electricity.

• Electrical generators operate on electromagnetic principles.

• Photovoltaic devices convert light energy directly into electrical energy.

• Piezoelectricity (pressure emf) is a voltage developed by mechanically distorting cer­tain crystals and ceramics. This emf is used in pickups and control elements, not as a power producer.

• Heat applied to the junction of two metals will displace electrons from one metal to the other. This emf is used in thermocouples for high temperature measurements.

• Batteries produce DC electricity from chemical energy.

• Cells and batteries are classified as being either primary or secondary.

• When electricity is used, its energy reverts back to any of the original source energies. In other words, the effects of electricity can be either heat, light, magnetism, pressure, or chemical activity.

clip_image002[7]

Achievement Review

1. Name five methods (energy conversions) to generate electricity. Give an example of each.

2. What is meant by the term electromagnetic induction?

3. Explain the difference between the words photovoltaic and photoconductive.

4. Name at least two applications for:

• Thermocouples

• Piezoelectricity

• Electrolysis

• Electromagnetism

 

An introduction to electricity and electronics : what are electricity and electronics , what are electricity and electronics , early history of electricity , one hundred elements—building blocks of nature , the atom analyzed—electrons, protons, and neutrons , the atomic theory—cornerstone of electrical theory and summary of an introduction to electricity and electronics .

An Introduction to Electricity and Electronics

1–1 WHAT ARE ELECTRICITY AND ELECTRONICS?

Almost everyone is aware of the phenomenal developments in the field of electron­ics technology during the recent decades. The very term electronics evokes visions of exotic and complex devices that are quickly altering our individual and collective life styles.

The study of electricity and electronics has opened the door to rewarding careers for multitudes of people. The words electricity and electronics are part of everyone’s vocabulary, yet a surprising number of people fail to make the proper distinction between these two words. As you begin your studies of these subjects, you should know how to differentiate between the two.

To begin, this is a book about electricity, not electronics. The study of electricity precedes the study of electronics. No one can hope to learn the concepts of electronics without having first mastered the principles of electricity. Then how do these two terms differ from each other?

Electricity is best thought of as a form of energy. Natural energy, of course, mani­fests itself in many different forms of which electricity is but one example.

You may recall one of the cardinal rules of science, which states that energy can neither be created nor destroyed; thus, mankind cannot create electricity. All we can do is produce and utilize electricity by converting various forms of energy.

Let us consider, by contrast, the word electronics. Electronics deals with specific applications of electrical principles that are earmarked by the following characteristics:

1 Electronics refers to the processing of informational signals. In other words, an electronic device is designed to convey, collect, or transmit informational data in the form of small variations in electrical voltages or currents.

2 Electronic equipment utilizes components such as electronic tubes or semiconduc­tor devices.

3 The electronic signal does not necessarily require the use of metal conductors. The electrical energy may be wireless, or transmitted through space.

1–2 WHY THIS BOOK IS CALLED DIRECT CURRENT FUNDAMENTALS

Electricity is available to the consumer in two different forms: direct current (DC) and alternating current (AC). Of the two, alternating current is the more prevalent form. This kind of electricity is commercially generated and distributed by public utilities.

AC is available in two different versions: (1) polyphase AC, which is mainly used for industrial and commercial applications, and (2) single-phase AC, which is used in the home as well as in commerce.

Direct current, by contrast, is not commercially available to the average consumer. It is used in batteries, such as in mobile equipment; in all electronic devices; and for special industrial applications, such as adjustable speed drives and electroplating.

You may be curious about the difference between DC and AC. DC sources are distin­guished by a fixed polarity, such as in a car battery, which has two terminals, one marked positive and one marked negative. Current from DC sources flows steadily in one direction only.

AC sources do not have such polarity markings. Just think of an electrical wall out­let in your home. Current from such sources changes direction continually, flowing back and forth in a conductor.

As stated before, direct current generally is not commercially available. If needed, it may be locally provided by use of:

• DC generators

• Batteries

• Rectifiers (devices for the conversion of AC into DC)

This book, then, is concerned with the study and application of DC principles. One might ask: “Why begin our studies with DC instead of the more common AC?” The reason is that DC fundamentals are easier for the beginning student and, once learned, will afford an easy transition to AC fundamentals.

1–3 EARLY HISTORY OF ELECTRICITY

Our knowledge of electricity has been gathered over the years by experimenters in many areas: magnetism; batteries; current, through gases and through vacuum; and studies of metals, heat, and light. Some of the simplest and most important ideas were discov­ered fairly recently. These recently discovered facts will be used in this discussion be­cause they will be helpful in gaining an easier understanding of electricity.

The first written records describing electrical behavior were made 2,500 years ago. These records show that the Greeks knew that amber rubbed on cloth attracted feathers, cloth fibers, and other lightweight objects. The Greek name for amber was elektron. From elektron came our word electric, which at first meant “being like amber,” or, in other words, having the property of attraction.

A hard rubber comb and the plastic case of a pen both acquire a strange ability after being rubbed on a coat sleeve—the ability to attract other objects. Long ago, the name charging was given to the rubbing process that gives the plastic or hard rubber its ability to attract. After rubbing, the object was said to be charged. The charge given to the object was thought to be an invisible load of electricity.

About 300 years ago, a few men began a systematic study of the behavior of vari­ous charged objects. They soon found that repulsion was just as important as attraction. Their experiments showed that charged materials could be divided into the two groups shown in Figure 1–1.

image

Any item from List A attracts any item from List B and vice versa. (Charged glass attracts charged rubber and vice versa.)

• Any item in List A repels any other item in List A. (Charged glass repels charged mica.)

• Any item in List B repels any other item in List B. (Charged rubber repels charged rubber.)

These results illustrate the law of attraction and repulsion:

Unlike charges attract; like charges repel.

Various names were suggested to describe List A and List B. They could have been called by any pair of opposite-sounding names: Up and Down, or Black and White. The pair of names finally accepted by scientists was suggested by Benjamin Franklin: Positive for List A, Negative for List B. The first item in each list was used as a standard and led to the original definition of the terms positive and negative: Anything that repels charged glass is like charged glass and has a positive charge; anything that repels charged rubber is like charged rubber and has a negative charge, as shown in Figure 1–2.

clip_image006

FIGURE 1–2 Unlike charges attract each other and like charges repel each other

The frictional movement involved in rubbing the objects together is not of vital im­portance. Hard rubber simply pressed against wool (no rubbing) and then removed will get its negative charge although not as strongly as if it were rubbed. The only value of the rub­bing is to bring the rubber into contact with more of the surface area of the wool fibers.

For a further understanding of what is occurring in materials when they are electri­cally charged, we need to review some facts about the internal structure and composition of all materials.

1–4 ONE HUNDRED ELEMENTS—BUILDING BLOCKS OF NATURE

All of the thousands of kinds of materials on the Earth consist of various combina­tions of simple materials called elements. Carbon, oxygen, copper, iron, zinc, tin, chlorine, aluminum, gold, uranium, neon, lead, silver, nitrogen, and hydrogen are elements that most of us have heard of or have used. We do not often use the elements silicon, calcium, and sodium in the pure form, so their names may be less familiar. However, these three elements in combination with oxygen and other elements make up the largest part of the soil and rocks of our Earth and help form many manufactured products of everyday use.

There are more than 100 elements. Some of them we never hear of, either because they are very scarce or because people have not yet developed industrial uses for them. Because germanium, beryllium, and titanium are now being used in the electronics and aircraft manufacturing industries, their names are more familiar than they were a few years ago, whereas in 1890 few people had heard of aluminum because it was then a rare and precious metal.

Since there are over 100 different elements, there are over 100 different kinds of atoms. The word atom is the name for the smallest particle of an element. We can talk about atoms of carbon, oxygen, and copper because these materials are elements. Single atoms are so small that there is no use wondering what one atom looks like. For example, it is estimated that there are about 30,000,000,000,000,000,000,000 atoms of copper in a penny and that the penny is about six million atoms thick. If an imaginary slicing machine sliced a penny into six million slices of copper, each slice one atom thick, then each slice would contain five million billion atoms.

We do not talk about an atom of water, because water is not an element; it is a compound. The smallest possible speck of a compound is properly called a molecule, Figure 1–3. Each molecule of water is made of two atoms of hydrogen and one atom of oxygen. The word compound is the name for a material composed of two or more different elements combined. Water is a compound, and the smallest particle of water is a molecule.

1–5 THE ATOM ANALYZED—ELECTRONS, PROTONS, AND NEUTRONS

All of the more than 100 kinds of atoms are found to consist of still smaller particles. These particles are so completely different from any known material that any imaginative picture of them is sure to be inaccurate.

image

Atoms of hydrogen gas are the simplest in structure of all atoms. Hydrogen atoms consist of a single positively charged particle in the center, with one negatively charged particle whizzing around it at high speed. The positively charged particle has been given the name proton; the negatively charged particle is called an electron.

Figure 1–4 is not drawn to scale because the diameter of the atom is several thou­sand times greater than the diameters of the particles in it. To show relative dimensions, a more exact representation would have a pinhead-sized electron revolving in an orbit

image

150 feet across. However, the pinhead is not an exact representation either, for the elec­tron is highly indefinite in shape. It is more like a fuzzy wisp that ripples, spins, and pulses as it rotates around the proton in the center. The mathematical equation that de­scribes it best is the equation that describes a wave. An atom has no outer skin other than the surface formed by its whirling electrons. This is a repelling surface, comparable to the whirling “surface” that surrounds a child skipping a rope. There is as much rela­tive open space within the atom as there is in our solar system.

The proton that forms the center of the hydrogen atoms is smaller than the electron but 1,840 times as heavy. The most important properties of the proton are its positive charge and its weight. The number of protons determines the identity of the element. For example, an atom containing 29 protons must be an atom of copper.

As we look at diagrams of other atoms, we need two new words to describe them. The nucleus of the atom is the name given to the tightly packed, heavy central core where the protons of the atom are assembled. Along with the protons are other particles called neutrons, as shown in Figure 1–5.

The name neutron indicates that this heavy particle is electrically neutral; neutrality and weight are its most important properties. A neutron is probably a tightly collapsed combination of an electron and a proton.

At first, it may be hard to realize that these three particles—electrons, protons, and neutrons—make up all materials. All electrons are alike, regardless of the material from which they come or in which they exist; see Figure 1–6. All protons are alike, regardless of the material in which they exist. Neutrons, too, are all alike.

image

 

1–6 THE ATOMIC THEORY—CORNERSTONE OF ELECTRICAL THEORY

In 1808, a scientist named John Dalton proposed that all matter was composed of atoms. Although the assumptions that Dalton used to prove his theory were later found to be factually incorrect, the idea that all matter is composed of atoms was adopted by most of the scientific world. Then, in 1897, J.J. Thompson discovered the electron. Thompson determined that electrons have a negative charge and that they have very little mass compared to the atom. He proposed that atoms have a large, positively charged massive body with negatively charged electrons scattered throughout it. Thompson also proposed that the negative charge of the electrons exactly balanced the positive charge of the large mass, causing the atom to have a net charge of zero. Thompson’s model of the atom proposed that electrons existed in a random manner within the atom, much like firing BB’s from a BB gun into a slab of cheese. This was referred to as the “plum pudding model” of the atom.

In 1913, Neils Bohr, a Danish scientist, presented the most accepted theory concerning the structure of an atom. In the Bohr model, electrons exist in specific or “allowed” orbits around the nucleus in much the same way that planets orbit the sun. The orbit in which the electron exists is determined by the electron’s mass times its speed times the radius of the orbit. These factors must equal the positive force of the nucleus. In theory there can be an infinite number of allowed orbits.

image

When an electron receives enough energy from some other source it “quantum jumps” into a higher allowed orbit. Electrons, however, tend to return to a lower allowed orbit. When this occurs, the electron emits the excess energy as a single photon of elec­tromagnetic energy.

The arrangement of electrons around the nucleus determines most of the physi­cal and chemical properties and the behavior of the element. The electrons of the atom are often pictured in distinct layers, or shells, around the nucleus. The innermost shell of electrons contains no more than 2 electrons. The next shell contains no more than 8 electrons; the third, no more than 18; and the fourth, 32. Let us consider the model of a copper atom shown in Figure 1–7.

The 29 electrons of the copper atom are arranged in four layers, or shells: 2 in the shell nearest the nucleus, 8 in the next, and 18 in the third, for a total of 28 electrons. The single 29th electron circulates all alone in the fourth shell.

This outermost shell is known as the valence shell, and electrons occupying this orbit are known as valence electrons. When energy is applied to a valence electron, it may dislodge itself from its parent atom and is then known as a free electron. In this position (where it is relatively far from the positive nucleus and is screened from its attracting positive charge by the other electrons), this single electron is not tightly held to the atom and is fairly free to travel.

If we examine the electron arrangement in all kinds of atoms, we find that most of them have one, two, or three electrons in an outer shell, shielded from the positive nucleus by one or more inner shells of electrons. These elements are all called metals. Metals are fairly good conductors of electricity because they have many free electrons that can move from atom to atom.

Elements with five, six, or seven electrons in their outermost ring are classified as nonmetals. Diagrams of two such nonmetallic elements, sulfur and iodine, are shown in Figure 1–8. They are not good conductors for the following reasons:

image

 

1 Their outside electrons are not as well shielded from the attracting force of the nucleus because the atom has relatively fewer electrons in the inside shells helping to screen any individual outer electron from the attracting force of the nucleus.

2 A shell of eight electrons has a degree of energy stability. Atoms with seven, six, or five electrons in the outer shell will readily pick up and hold the one, two, or three electrons that will build the shell up to eight.

For example, if we try to push some electrons through a block of sulfur, we find that our electrons drop into the empty spaces in the outer shells of the sulfur atoms and are stuck there. This stable shell of eight electrons leaves sulfur with no free electrons ready to slide over to the next atom and with no room for a newcomer.

The word ion refers to an electrically unbalanced atom. Considering this statement, it may be concluded that a positive ion is an unbalanced atom that has lost some of its elec­trons, and conversely, a negative ion is an unbalanced atom that has gained some electrons.

SUMMARY

• Electricity is a form of energy.

• Electronics deals with specific applications of electrical principles.

• Electrical systems may be classified as being either direct current (DC) or alternating current (AC).

• AC can be converted into DC by the use of rectifiers.

• Unlike charges attract; like charges repel.

• An element is a single uncombined substance consisting of only one kind of atom. An atom is the smallest portion of an element.

• A compound is a substance that can be chemically separated into two or more elements. A molecule is the smallest portion of a compound.

• Atoms consist of various numbers of electrons, protons, and neutrons.

• Electrons are negatively charged and lightweight and move outside the nucleus.

• Electrons are arranged in layers, or shells, around the nucleus of the atom.

• The number of electrons in the outer shell of the atom determines most of the electrical properties of the element.

• Protons are positively charged, are heavy, and are contained within the nucleus.

• Neutrons are not charged, are heavy, and are contained within the nucleus.

• The number of protons determines the kind of element.

• A negatively charged object is one that has gained extra electrons.

• A positively charged object is one that has lost some of its electrons.

• Electricity is explained by the behavior of electrons.

• Substances with many free electrons are classified as conductors.

• Substances with very few free electrons are classified as insulators.

• All materials can become electrically charged.

• The motion of electrons through a material is called the electric current.

• Electrically balanced atoms are called ions.

• A positive ion is an atom that has lost one or more of its valence electrons.

• A negative ion is an atom that has gained one or more of its valence electrons.

Achievement Review

1. Using our knowledge of electrons, how do we now define the terms positive charge and negative charge?

2. Using what you know of electron theory, explain what must happen to give an object a positive charge. What happens to give an object a negative charge?

3. State the law of attraction and repulsion.

4. What kind of charge does an electron have?

5. Would two electrons repel or attract each other? Explain.

6. What do each of these words mean: atom, element, molecule, compound, proton, electron, neutron? (There is no point in memorizing definitions of such terms; you should try to understand their meaning so that you can use them correctly.)

7. Tell how atoms of metals differ from atoms of nonmetals in their electron arrangement. Why are metals good conductors?

8. There is an element called gallium. Its atoms have 31 electrons. Referring to the picture of a copper atom, Figure 1–7, how would you expect the electrons of an atom of gallium to be arranged? Is gallium a metal?

9. Explain the terms AC and DC. Tell how they differ from each other.

10. Complete the following sentences.

• All materials consist of over 100 simple substances called __________.

• The smallest particles of these simple substances are called __________ .

• Atoms consist of three still smaller particles called __________ , __________ , and __________ . Of these three, the one with least weight is the __________ ; the one most readily movable is the __________ ; the positively charged particle is the __________ ; the negatively charged particle is the __________ ; the particle most responsible for the electrical behavior of materials is the __________ . An atom with unbalanced electrical charges is known as a(n) __________ . An atom with a surplus of electrons is said to be a __________ ion, and if it has a deficiency of electrons, it is called a __________ ion.

 

An introduction to electricity and electronics : what are electricity and electronics , what are electricity and electronics , early history of electricity , one hundred elements—building blocks of nature , the atom analyzed—electrons, protons, and neutrons , the atomic theory—cornerstone of electrical theory and summary of an introduction to electricity and electronics .

An Introduction to Electricity and Electronics

1–1 WHAT ARE ELECTRICITY AND ELECTRONICS?

Almost everyone is aware of the phenomenal developments in the field of electron­ics technology during the recent decades. The very term electronics evokes visions of exotic and complex devices that are quickly altering our individual and collective life styles.

The study of electricity and electronics has opened the door to rewarding careers for multitudes of people. The words electricity and electronics are part of everyone’s vocabulary, yet a surprising number of people fail to make the proper distinction between these two words. As you begin your studies of these subjects, you should know how to differentiate between the two.

To begin, this is a book about electricity, not electronics. The study of electricity precedes the study of electronics. No one can hope to learn the concepts of electronics without having first mastered the principles of electricity. Then how do these two terms differ from each other?

Electricity is best thought of as a form of energy. Natural energy, of course, mani­fests itself in many different forms of which electricity is but one example.

You may recall one of the cardinal rules of science, which states that energy can neither be created nor destroyed; thus, mankind cannot create electricity. All we can do is produce and utilize electricity by converting various forms of energy.

Let us consider, by contrast, the word electronics. Electronics deals with specific applications of electrical principles that are earmarked by the following characteristics:

1 Electronics refers to the processing of informational signals. In other words, an electronic device is designed to convey, collect, or transmit informational data in the form of small variations in electrical voltages or currents.

2 Electronic equipment utilizes components such as electronic tubes or semiconduc­tor devices.

3 The electronic signal does not necessarily require the use of metal conductors. The electrical energy may be wireless, or transmitted through space.

1–2 WHY THIS BOOK IS CALLED DIRECT CURRENT FUNDAMENTALS

Electricity is available to the consumer in two different forms: direct current (DC) and alternating current (AC). Of the two, alternating current is the more prevalent form. This kind of electricity is commercially generated and distributed by public utilities.

AC is available in two different versions: (1) polyphase AC, which is mainly used for industrial and commercial applications, and (2) single-phase AC, which is used in the home as well as in commerce.

Direct current, by contrast, is not commercially available to the average consumer. It is used in batteries, such as in mobile equipment; in all electronic devices; and for special industrial applications, such as adjustable speed drives and electroplating.

You may be curious about the difference between DC and AC. DC sources are distin­guished by a fixed polarity, such as in a car battery, which has two terminals, one marked positive and one marked negative. Current from DC sources flows steadily in one direction only.

AC sources do not have such polarity markings. Just think of an electrical wall out­let in your home. Current from such sources changes direction continually, flowing back and forth in a conductor.

As stated before, direct current generally is not commercially available. If needed, it may be locally provided by use of:

• DC generators

• Batteries

• Rectifiers (devices for the conversion of AC into DC)

This book, then, is concerned with the study and application of DC principles. One might ask: “Why begin our studies with DC instead of the more common AC?” The reason is that DC fundamentals are easier for the beginning student and, once learned, will afford an easy transition to AC fundamentals.

1–3 EARLY HISTORY OF ELECTRICITY

Our knowledge of electricity has been gathered over the years by experimenters in many areas: magnetism; batteries; current, through gases and through vacuum; and studies of metals, heat, and light. Some of the simplest and most important ideas were discov­ered fairly recently. These recently discovered facts will be used in this discussion be­cause they will be helpful in gaining an easier understanding of electricity.

The first written records describing electrical behavior were made 2,500 years ago. These records show that the Greeks knew that amber rubbed on cloth attracted feathers, cloth fibers, and other lightweight objects. The Greek name for amber was elektron. From elektron came our word electric, which at first meant “being like amber,” or, in other words, having the property of attraction.

A hard rubber comb and the plastic case of a pen both acquire a strange ability after being rubbed on a coat sleeve—the ability to attract other objects. Long ago, the name charging was given to the rubbing process that gives the plastic or hard rubber its ability to attract. After rubbing, the object was said to be charged. The charge given to the object was thought to be an invisible load of electricity.

About 300 years ago, a few men began a systematic study of the behavior of vari­ous charged objects. They soon found that repulsion was just as important as attraction. Their experiments showed that charged materials could be divided into the two groups shown in Figure 1–1.

image

Any item from List A attracts any item from List B and vice versa. (Charged glass attracts charged rubber and vice versa.)

• Any item in List A repels any other item in List A. (Charged glass repels charged mica.)

• Any item in List B repels any other item in List B. (Charged rubber repels charged rubber.)

These results illustrate the law of attraction and repulsion:

Unlike charges attract; like charges repel.

Various names were suggested to describe List A and List B. They could have been called by any pair of opposite-sounding names: Up and Down, or Black and White. The pair of names finally accepted by scientists was suggested by Benjamin Franklin: Positive for List A, Negative for List B. The first item in each list was used as a standard and led to the original definition of the terms positive and negative: Anything that repels charged glass is like charged glass and has a positive charge; anything that repels charged rubber is like charged rubber and has a negative charge, as shown in Figure 1–2.

clip_image006

FIGURE 1–2 Unlike charges attract each other and like charges repel each other

The frictional movement involved in rubbing the objects together is not of vital im­portance. Hard rubber simply pressed against wool (no rubbing) and then removed will get its negative charge although not as strongly as if it were rubbed. The only value of the rub­bing is to bring the rubber into contact with more of the surface area of the wool fibers.

For a further understanding of what is occurring in materials when they are electri­cally charged, we need to review some facts about the internal structure and composition of all materials.

1–4 ONE HUNDRED ELEMENTS—BUILDING BLOCKS OF NATURE

All of the thousands of kinds of materials on the Earth consist of various combina­tions of simple materials called elements. Carbon, oxygen, copper, iron, zinc, tin, chlorine, aluminum, gold, uranium, neon, lead, silver, nitrogen, and hydrogen are elements that most of us have heard of or have used. We do not often use the elements silicon, calcium, and sodium in the pure form, so their names may be less familiar. However, these three elements in combination with oxygen and other elements make up the largest part of the soil and rocks of our Earth and help form many manufactured products of everyday use.

There are more than 100 elements. Some of them we never hear of, either because they are very scarce or because people have not yet developed industrial uses for them. Because germanium, beryllium, and titanium are now being used in the electronics and aircraft manufacturing industries, their names are more familiar than they were a few years ago, whereas in 1890 few people had heard of aluminum because it was then a rare and precious metal.

Since there are over 100 different elements, there are over 100 different kinds of atoms. The word atom is the name for the smallest particle of an element. We can talk about atoms of carbon, oxygen, and copper because these materials are elements. Single atoms are so small that there is no use wondering what one atom looks like. For example, it is estimated that there are about 30,000,000,000,000,000,000,000 atoms of copper in a penny and that the penny is about six million atoms thick. If an imaginary slicing machine sliced a penny into six million slices of copper, each slice one atom thick, then each slice would contain five million billion atoms.

We do not talk about an atom of water, because water is not an element; it is a compound. The smallest possible speck of a compound is properly called a molecule, Figure 1–3. Each molecule of water is made of two atoms of hydrogen and one atom of oxygen. The word compound is the name for a material composed of two or more different elements combined. Water is a compound, and the smallest particle of water is a molecule.

1–5 THE ATOM ANALYZED—ELECTRONS, PROTONS, AND NEUTRONS

All of the more than 100 kinds of atoms are found to consist of still smaller particles. These particles are so completely different from any known material that any imaginative picture of them is sure to be inaccurate.

image

Atoms of hydrogen gas are the simplest in structure of all atoms. Hydrogen atoms consist of a single positively charged particle in the center, with one negatively charged particle whizzing around it at high speed. The positively charged particle has been given the name proton; the negatively charged particle is called an electron.

Figure 1–4 is not drawn to scale because the diameter of the atom is several thou­sand times greater than the diameters of the particles in it. To show relative dimensions, a more exact representation would have a pinhead-sized electron revolving in an orbit

image

150 feet across. However, the pinhead is not an exact representation either, for the elec­tron is highly indefinite in shape. It is more like a fuzzy wisp that ripples, spins, and pulses as it rotates around the proton in the center. The mathematical equation that de­scribes it best is the equation that describes a wave. An atom has no outer skin other than the surface formed by its whirling electrons. This is a repelling surface, comparable to the whirling “surface” that surrounds a child skipping a rope. There is as much rela­tive open space within the atom as there is in our solar system.

The proton that forms the center of the hydrogen atoms is smaller than the electron but 1,840 times as heavy. The most important properties of the proton are its positive charge and its weight. The number of protons determines the identity of the element. For example, an atom containing 29 protons must be an atom of copper.

As we look at diagrams of other atoms, we need two new words to describe them. The nucleus of the atom is the name given to the tightly packed, heavy central core where the protons of the atom are assembled. Along with the protons are other particles called neutrons, as shown in Figure 1–5.

The name neutron indicates that this heavy particle is electrically neutral; neutrality and weight are its most important properties. A neutron is probably a tightly collapsed combination of an electron and a proton.

At first, it may be hard to realize that these three particles—electrons, protons, and neutrons—make up all materials. All electrons are alike, regardless of the material from which they come or in which they exist; see Figure 1–6. All protons are alike, regardless of the material in which they exist. Neutrons, too, are all alike.

image

 

1–6 THE ATOMIC THEORY—CORNERSTONE OF ELECTRICAL THEORY

In 1808, a scientist named John Dalton proposed that all matter was composed of atoms. Although the assumptions that Dalton used to prove his theory were later found to be factually incorrect, the idea that all matter is composed of atoms was adopted by most of the scientific world. Then, in 1897, J.J. Thompson discovered the electron. Thompson determined that electrons have a negative charge and that they have very little mass compared to the atom. He proposed that atoms have a large, positively charged massive body with negatively charged electrons scattered throughout it. Thompson also proposed that the negative charge of the electrons exactly balanced the positive charge of the large mass, causing the atom to have a net charge of zero. Thompson’s model of the atom proposed that electrons existed in a random manner within the atom, much like firing BB’s from a BB gun into a slab of cheese. This was referred to as the “plum pudding model” of the atom.

In 1913, Neils Bohr, a Danish scientist, presented the most accepted theory concerning the structure of an atom. In the Bohr model, electrons exist in specific or “allowed” orbits around the nucleus in much the same way that planets orbit the sun. The orbit in which the electron exists is determined by the electron’s mass times its speed times the radius of the orbit. These factors must equal the positive force of the nucleus. In theory there can be an infinite number of allowed orbits.

image

When an electron receives enough energy from some other source it “quantum jumps” into a higher allowed orbit. Electrons, however, tend to return to a lower allowed orbit. When this occurs, the electron emits the excess energy as a single photon of elec­tromagnetic energy.

The arrangement of electrons around the nucleus determines most of the physi­cal and chemical properties and the behavior of the element. The electrons of the atom are often pictured in distinct layers, or shells, around the nucleus. The innermost shell of electrons contains no more than 2 electrons. The next shell contains no more than 8 electrons; the third, no more than 18; and the fourth, 32. Let us consider the model of a copper atom shown in Figure 1–7.

The 29 electrons of the copper atom are arranged in four layers, or shells: 2 in the shell nearest the nucleus, 8 in the next, and 18 in the third, for a total of 28 electrons. The single 29th electron circulates all alone in the fourth shell.

This outermost shell is known as the valence shell, and electrons occupying this orbit are known as valence electrons. When energy is applied to a valence electron, it may dislodge itself from its parent atom and is then known as a free electron. In this position (where it is relatively far from the positive nucleus and is screened from its attracting positive charge by the other electrons), this single electron is not tightly held to the atom and is fairly free to travel.

If we examine the electron arrangement in all kinds of atoms, we find that most of them have one, two, or three electrons in an outer shell, shielded from the positive nucleus by one or more inner shells of electrons. These elements are all called metals. Metals are fairly good conductors of electricity because they have many free electrons that can move from atom to atom.

Elements with five, six, or seven electrons in their outermost ring are classified as nonmetals. Diagrams of two such nonmetallic elements, sulfur and iodine, are shown in Figure 1–8. They are not good conductors for the following reasons:

image

 

1 Their outside electrons are not as well shielded from the attracting force of the nucleus because the atom has relatively fewer electrons in the inside shells helping to screen any individual outer electron from the attracting force of the nucleus.

2 A shell of eight electrons has a degree of energy stability. Atoms with seven, six, or five electrons in the outer shell will readily pick up and hold the one, two, or three electrons that will build the shell up to eight.

For example, if we try to push some electrons through a block of sulfur, we find that our electrons drop into the empty spaces in the outer shells of the sulfur atoms and are stuck there. This stable shell of eight electrons leaves sulfur with no free electrons ready to slide over to the next atom and with no room for a newcomer.

The word ion refers to an electrically unbalanced atom. Considering this statement, it may be concluded that a positive ion is an unbalanced atom that has lost some of its elec­trons, and conversely, a negative ion is an unbalanced atom that has gained some electrons.

SUMMARY

• Electricity is a form of energy.

• Electronics deals with specific applications of electrical principles.

• Electrical systems may be classified as being either direct current (DC) or alternating current (AC).

• AC can be converted into DC by the use of rectifiers.

• Unlike charges attract; like charges repel.

• An element is a single uncombined substance consisting of only one kind of atom. An atom is the smallest portion of an element.

• A compound is a substance that can be chemically separated into two or more elements. A molecule is the smallest portion of a compound.

• Atoms consist of various numbers of electrons, protons, and neutrons.

• Electrons are negatively charged and lightweight and move outside the nucleus.

• Electrons are arranged in layers, or shells, around the nucleus of the atom.

• The number of electrons in the outer shell of the atom determines most of the electrical properties of the element.

• Protons are positively charged, are heavy, and are contained within the nucleus.

• Neutrons are not charged, are heavy, and are contained within the nucleus.

• The number of protons determines the kind of element.

• A negatively charged object is one that has gained extra electrons.

• A positively charged object is one that has lost some of its electrons.

• Electricity is explained by the behavior of electrons.

• Substances with many free electrons are classified as conductors.

• Substances with very few free electrons are classified as insulators.

• All materials can become electrically charged.

• The motion of electrons through a material is called the electric current.

• Electrically balanced atoms are called ions.

• A positive ion is an atom that has lost one or more of its valence electrons.

• A negative ion is an atom that has gained one or more of its valence electrons.

Achievement Review

1. Using our knowledge of electrons, how do we now define the terms positive charge and negative charge?

2. Using what you know of electron theory, explain what must happen to give an object a positive charge. What happens to give an object a negative charge?

3. State the law of attraction and repulsion.

4. What kind of charge does an electron have?

5. Would two electrons repel or attract each other? Explain.

6. What do each of these words mean: atom, element, molecule, compound, proton, electron, neutron? (There is no point in memorizing definitions of such terms; you should try to understand their meaning so that you can use them correctly.)

7. Tell how atoms of metals differ from atoms of nonmetals in their electron arrangement. Why are metals good conductors?

8. There is an element called gallium. Its atoms have 31 electrons. Referring to the picture of a copper atom, Figure 1–7, how would you expect the electrons of an atom of gallium to be arranged? Is gallium a metal?

9. Explain the terms AC and DC. Tell how they differ from each other.

10. Complete the following sentences.

• All materials consist of over 100 simple substances called __________.

• The smallest particles of these simple substances are called __________ .

• Atoms consist of three still smaller particles called __________ , __________ , and __________ . Of these three, the one with least weight is the __________ ; the one most readily movable is the __________ ; the positively charged particle is the __________ ; the negatively charged particle is the __________ ; the particle most responsible for the electrical behavior of materials is the __________ . An atom with unbalanced electrical charges is known as a(n) __________ . An atom with a surplus of electrons is said to be a __________ ion, and if it has a deficiency of electrons, it is called a __________ ion.

 

Energy : Green Market electric utilities , Results and the future , Energy transfer , History of energy transfer research , Components of the food web , The role of the microbial food web , Engineering and Designing a solution .

Green Market electric utilities

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In 1998, restructuring of the electric power utilities opened the market place to “Green Power Markets” that offer environmental features along with power service. Green power sources will provide clean energy and improved efficiency based on technologies that rely on renewable energy sources. Educating the consumer and providing green power at competitive costs are seen as two of the biggest challenges to this new market. The Center for Resource Solutions in California pioneered the Green-e Renewable Electricity Branding Program that is a companion to green power and certifies electricity products that are environmentally preferred.

Results and the future

Efforts to increase public consciousness about energy efficiency issues have had some remarkable successes in the past two decades. Despite the increasing complexity of most developed societies and increased population growth in many nations, energy is being used more efficiently in almost every part of the world. Increased efficiency of energy use increased between 1973 and 1985 by as much as 31% in Japan, 23% in the United States, 20% in the United Kingdom, and 19% in Italy. At the be- ginning of this period, most experts had predicted that

KEY TERMS

Cogeneration—A process by which heat produced as a result of industrial processes is used to generate electrical power.

Mass transit—Any form of transportation in which significantly large numbers of riders are moved within the same vehicle at the same time.

Solar cell—A device by which sunlight is converted into electricity.

changes of this magnitude could be accomplished only as a result of the massive reorganization of social institutions; this has not been the case. Processes and inventions that continue to increase energy efficiency can be incorporated into daily life with minimal disruptions to personal lives and industrial operations.

Energy efficiency has a long way to go, however. In December 1997 in Kyoto, Japan, a global warming agreement was proposed to the nations of the world to cut carbon emissions, reduce levels of so-called “green- house gases” (methane, carbon dioxide, and nitrous oxide), and use existing technologies to improve energy efficiency. These technologies apply to all levels of society from governments and industries to the individual household. But experts acknowledge that the public must recognize the global warming problem as real and serious before existing technologies and a host of potential new products will be supported.

See also Alternative energy sources; Fluorescent light; Hydrocarbon.

Resources

Books

Flavin, Christopher, and Alan B. Durning. Building on Success: The Age of Energy Efficiency. Worldwatch Paper 82. Washington, DC: Worldwatch Institute, March 1988.

Hirst, Eric, et al. Energy Efficiency in Buildings: Progress and Promise. Washington, DC: American Council for an Ener- gy-Efficient Economy, 1986.

Hoffmann, Peter, and Tom Harkin. Tomorrow’s Energy: Hydro- gen, Fuel Cells, and Prospects for a Cleaner Planet. Boston: MIT Press, 2001.

Meier, Alan K., et al. Saving Energy through Greater Efficiency. Berkeley: University of California Press, 1981.

Other

U.S. Congress, Office of Technology Assessment. Building En- ergy Efficiency. OTA-E-518. Washington, DC: U.S. Government Printing Office, May 1992.

David E. Newton

Energy transfer

Energy transfer describes the changes in energy (a state function) that occur between organisms within an ecosystem. Living organisms are constantly changing as they grow, move, reproduce, and repair tissues. These changes are fueled by energy. Plants, through photosynthesis, capture some of the Sun’s radiant energy and transform it into chemical energy, which is stored as plant biomass. This biomass is then consumed by other organisms within the ecological food chain/web. A food chain is a sequence of organisms that are connected by their feeding and productivity relationships; a food web is the interconnected set of many food chains.

Energy transfer is a one-way process. Once potential energy has been released in some form from its storage in biomass, it cannot all be reused, recycled, or converted to waste heat. This means that if the Sun, the ultimate energy source of ecosystems, were to stop shining, life as we know it would soon end. Every day, the Sun provides new energy in the form of photons to sustain the food webs of Earth.

History of energy transfer research

In 1927, the British ecologist Charles Elton wrote that most food webs have a similar pyramidal shape. At the bottom, there are many photosynthetic organisms which collectively have a large biomass and productivity. On each of the following trophic levels, or feeding levels, there are successively fewer heterotrophic organisms, with a smaller productivity. The pyramid of biomass and productivity is now known as the Eltonian pyramid.

In 1942, Raymond L. Lindeman published a paper that examined food webs in terms of energy flow. Lindeman pro- posed that, by using energy as the currency of ecosystem processes, food webs could be quantified. This allowed him to explain that the Eltonian pyramid was a result of successive energy losses associated with the thermodynamic inefficiencies of energy transfer among trophic levels.

Current research in ecological energy transfer focuses on increasing our understanding of the paths of energy and matter within grazing and microbial food webs. Rather little is understood about such pathways because of the huge numbers of species and their complex interactions. This understanding is essential for proper management of ecosystems. The fate and effects of toxic chemicals within food webs must be understood if impacts on vulnerable species and ecosystems are to avoided or minimized.

The laws of thermodynamics and energy transfer in food webs Energy transfers within food webs are governed by the first and second laws of thermodynamics. The first

law relates to quantities of energy. It states that energy can be transformed from one form to another, but it can- not be created or destroyed. This law suggests that all energy transfers, gains, and losses within a food web can be accounted for in an energy budget.

The second law relates to the quality of energy. This law states that whenever energy is transformed, some of must be degraded into a less useful form. In ecosystems, the biggest losses occur as respiration. The second law explains why energy transfers are never 100% efficient. In fact, ecological efficiency, which is the amount of energy transferred from one trophic level to the next, ranges from 5-30%. On average, ecological efficiency is only about 10%.

Because ecological efficiency is so low, each trophic level has a successively smaller energy pool from which it can withdraw energy. This is why food webs have no more than four to five trophic levels. Beyond that, there is not enough energy to sustain higher-order predators.

Components of the food web

A food web consists of several components; primary producers, primary consumers, secondary consumers, tertiary consumers, and so on. Primary producers include green plants and are the foundation of the food web. Through photosynthesis, primary producers capture some of the Sun’s energy. The net rate of photosynthesis, or net primary productivity (NPP), is equal to the rate of photosynthesis minus the rate of respiration of plants. In essence, NPP is the profit for the primary producer, after their energy costs associated with respiration are accounted for. NPP determines plant growth and how much energy is subsequently available to higher trophic levels.

Primary consumers are organisms that feed directly on primary producers, and these comprise the second trophic level of the food web. Primary consumers are also called herbivores, or plant-eaters. Secondary consumers are organisms that eat primary consumers, and are the third trophic level. Secondary consumers are carnivores, or meat-eaters. Successive trophic levels include the tertiary consumers, quaternary consumers, and so on. These can be either carnivores or omnivores, which are both plant- and animal-eaters, such as humans.

The role of the microbial food web

Much of the food web’s energy is transferred to the often overlooked microbial, or decomposer, trophic level. Decomposers use excreted wastes and other dead biomass as a food source. Unlike the main, grazing food web, organisms of the microbial trophic level are extremely efficient feeders. Various species can rework the

KEY TERMS

Biomass—Total weight, volume, or energy equivalent of all living organisms within a given area.

Ecological efficiency—Energy changes from one trophic level to the next.

First law of thermodynamics—Energy can be transformed but it cannot be created nor can it be destroyed.

Primary consumer—An organism that eats primary producers.

Primary producer—An organism that photosynthesizes.

Second law of thermodynamics—When energy is transformed, some of the original energy is de- graded into less useful forms of energy.

same food particle, extracting more of the stored energy each time. Some waste products of the microbial trophic level re-enter the grazing part of the food web and are used as growth materials for primary producers. This occurs, for example, when earthworms are eaten by birds.

See also Ecological pyramids; Energy budgets.

Resources

Books

Bradbury, I. The Biosphere. New York: Belhaven Press, Pinter Publishers, 1991.

Incropera, Frank P., and David P. DeWitt. Fundamentals of Heat and Mass Transfer. 5th ed. New York: John Wiley & Sons, 2001.

Miller, G. T., Jr. Environmental Science: Sustaining the Earth.

3rd ed. Belmont, CA: Wadsworth Publishing Company, 1991.

Stiling, P. D. “Energy Flow in Ecosystems.” In Introductory Ecology. Englewood Cliffs, NJ: Prentice-Hall, 1992.

Periodicals

Begon, M., J. L. Harper, and C. R. Townsend. “The Flux of Energy Through Communities.” In Ecology: Individuals, Populations and Communities. 2nd ed. Boston: Blackwell Scientific Publications, 1990.

Engineering

Engineering is the art of applying science, mathematics, and creativity to solve technological problems.

The accomplishments of engineering can be seen in nearly every aspect of our daily lives, from transportation to communications, and entertainment to health care. And, although each of these applications is unique, the process of engineering is largely independent. This process be- gins by carefully analyzing a problem, intelligently de- signing a solution for that problem, and efficiently trans- forming that design solution into physical reality.

Analyzing the problem

Defining the problem is the first and most critical step of the problem analysis. To best approach a solution, the problem must be well-understood and the guidelines or design considerations for the project must be clear. For example, in the creation of a new automobile, the engineers must know if they should design for fuel economy or for brute power. Many questions like this arise in every engineering project, and they must all be answered at the very beginning if the engineers are to work efficiently toward a solution.

When these issues are resolved, the problem must be thoroughly researched. This involves searching technical journals and closely examining solutions of similar engineering problems. The purpose of this step is two-fold. First, it allows the engineer to make use of a tremendous body of work done by other engineers. And second, it ensures the engineer that the problem has not already been solved. Either way, the review allows him or her to intelligently approach the problem, and perhaps avoid a substantial waste of time or legal conflicts in the future.

Designing a solution

Once the problem is well-understood, the process of designing a solution begins. This process typically starts with brainstorming, a technique by which members of the engineering team suggest a number of possible general approaches for the problem. In the case of an auto- mobile, perhaps conventional gas, solar, and electric power would be suggested to propel the vehicle. Generally, one of these is then selected as the primary candidate for further development. Occasionally, however, if time permits and several ideas stand out, the team may elect to pursue multiple solutions to the problem. More refined designs of these solutions/systems then “compete,” and the best of those is chosen.

Once a general design or technology is selected, the work is sub-divided and various team members assume specific responsibilities. In the automobile, for example, the mechanical engineers in the group would tackle such problems as the design of the transmission and suspension systems. They may also handle air flow and cli- mate-control concerns to ensure that the vehicle is both

 

Energy : Green Market electric utilities , Results and the future , Energy transfer , History of energy transfer research , Components of the food web , The role of the microbial food web , Engineering and Designing a solution .

Green Market electric utilities

download (2)

In 1998, restructuring of the electric power utilities opened the market place to “Green Power Markets” that offer environmental features along with power service. Green power sources will provide clean energy and improved efficiency based on technologies that rely on renewable energy sources. Educating the consumer and providing green power at competitive costs are seen as two of the biggest challenges to this new market. The Center for Resource Solutions in California pioneered the Green-e Renewable Electricity Branding Program that is a companion to green power and certifies electricity products that are environmentally preferred.

Results and the future

Efforts to increase public consciousness about energy efficiency issues have had some remarkable successes in the past two decades. Despite the increasing complexity of most developed societies and increased population growth in many nations, energy is being used more efficiently in almost every part of the world. Increased efficiency of energy use increased between 1973 and 1985 by as much as 31% in Japan, 23% in the United States, 20% in the United Kingdom, and 19% in Italy. At the be- ginning of this period, most experts had predicted that

KEY TERMS

Cogeneration—A process by which heat produced as a result of industrial processes is used to generate electrical power.

Mass transit—Any form of transportation in which significantly large numbers of riders are moved within the same vehicle at the same time.

Solar cell—A device by which sunlight is converted into electricity.

changes of this magnitude could be accomplished only as a result of the massive reorganization of social institutions; this has not been the case. Processes and inventions that continue to increase energy efficiency can be incorporated into daily life with minimal disruptions to personal lives and industrial operations.

Energy efficiency has a long way to go, however. In December 1997 in Kyoto, Japan, a global warming agreement was proposed to the nations of the world to cut carbon emissions, reduce levels of so-called “green- house gases” (methane, carbon dioxide, and nitrous oxide), and use existing technologies to improve energy efficiency. These technologies apply to all levels of society from governments and industries to the individual household. But experts acknowledge that the public must recognize the global warming problem as real and serious before existing technologies and a host of potential new products will be supported.

See also Alternative energy sources; Fluorescent light; Hydrocarbon.

Resources

Books

Flavin, Christopher, and Alan B. Durning. Building on Success: The Age of Energy Efficiency. Worldwatch Paper 82. Washington, DC: Worldwatch Institute, March 1988.

Hirst, Eric, et al. Energy Efficiency in Buildings: Progress and Promise. Washington, DC: American Council for an Ener- gy-Efficient Economy, 1986.

Hoffmann, Peter, and Tom Harkin. Tomorrow’s Energy: Hydro- gen, Fuel Cells, and Prospects for a Cleaner Planet. Boston: MIT Press, 2001.

Meier, Alan K., et al. Saving Energy through Greater Efficiency. Berkeley: University of California Press, 1981.

Other

U.S. Congress, Office of Technology Assessment. Building En- ergy Efficiency. OTA-E-518. Washington, DC: U.S. Government Printing Office, May 1992.

David E. Newton

Energy transfer

Energy transfer describes the changes in energy (a state function) that occur between organisms within an ecosystem. Living organisms are constantly changing as they grow, move, reproduce, and repair tissues. These changes are fueled by energy. Plants, through photosynthesis, capture some of the Sun’s radiant energy and transform it into chemical energy, which is stored as plant biomass. This biomass is then consumed by other organisms within the ecological food chain/web. A food chain is a sequence of organisms that are connected by their feeding and productivity relationships; a food web is the interconnected set of many food chains.

Energy transfer is a one-way process. Once potential energy has been released in some form from its storage in biomass, it cannot all be reused, recycled, or converted to waste heat. This means that if the Sun, the ultimate energy source of ecosystems, were to stop shining, life as we know it would soon end. Every day, the Sun provides new energy in the form of photons to sustain the food webs of Earth.

History of energy transfer research

In 1927, the British ecologist Charles Elton wrote that most food webs have a similar pyramidal shape. At the bottom, there are many photosynthetic organisms which collectively have a large biomass and productivity. On each of the following trophic levels, or feeding levels, there are successively fewer heterotrophic organisms, with a smaller productivity. The pyramid of biomass and productivity is now known as the Eltonian pyramid.

In 1942, Raymond L. Lindeman published a paper that examined food webs in terms of energy flow. Lindeman pro- posed that, by using energy as the currency of ecosystem processes, food webs could be quantified. This allowed him to explain that the Eltonian pyramid was a result of successive energy losses associated with the thermodynamic inefficiencies of energy transfer among trophic levels.

Current research in ecological energy transfer focuses on increasing our understanding of the paths of energy and matter within grazing and microbial food webs. Rather little is understood about such pathways because of the huge numbers of species and their complex interactions. This understanding is essential for proper management of ecosystems. The fate and effects of toxic chemicals within food webs must be understood if impacts on vulnerable species and ecosystems are to avoided or minimized.

The laws of thermodynamics and energy transfer in food webs Energy transfers within food webs are governed by the first and second laws of thermodynamics. The first

law relates to quantities of energy. It states that energy can be transformed from one form to another, but it can- not be created or destroyed. This law suggests that all energy transfers, gains, and losses within a food web can be accounted for in an energy budget.

The second law relates to the quality of energy. This law states that whenever energy is transformed, some of must be degraded into a less useful form. In ecosystems, the biggest losses occur as respiration. The second law explains why energy transfers are never 100% efficient. In fact, ecological efficiency, which is the amount of energy transferred from one trophic level to the next, ranges from 5-30%. On average, ecological efficiency is only about 10%.

Because ecological efficiency is so low, each trophic level has a successively smaller energy pool from which it can withdraw energy. This is why food webs have no more than four to five trophic levels. Beyond that, there is not enough energy to sustain higher-order predators.

Components of the food web

A food web consists of several components; primary producers, primary consumers, secondary consumers, tertiary consumers, and so on. Primary producers include green plants and are the foundation of the food web. Through photosynthesis, primary producers capture some of the Sun’s energy. The net rate of photosynthesis, or net primary productivity (NPP), is equal to the rate of photosynthesis minus the rate of respiration of plants. In essence, NPP is the profit for the primary producer, after their energy costs associated with respiration are accounted for. NPP determines plant growth and how much energy is subsequently available to higher trophic levels.

Primary consumers are organisms that feed directly on primary producers, and these comprise the second trophic level of the food web. Primary consumers are also called herbivores, or plant-eaters. Secondary consumers are organisms that eat primary consumers, and are the third trophic level. Secondary consumers are carnivores, or meat-eaters. Successive trophic levels include the tertiary consumers, quaternary consumers, and so on. These can be either carnivores or omnivores, which are both plant- and animal-eaters, such as humans.

The role of the microbial food web

Much of the food web’s energy is transferred to the often overlooked microbial, or decomposer, trophic level. Decomposers use excreted wastes and other dead biomass as a food source. Unlike the main, grazing food web, organisms of the microbial trophic level are extremely efficient feeders. Various species can rework the

KEY TERMS

Biomass—Total weight, volume, or energy equivalent of all living organisms within a given area.

Ecological efficiency—Energy changes from one trophic level to the next.

First law of thermodynamics—Energy can be transformed but it cannot be created nor can it be destroyed.

Primary consumer—An organism that eats primary producers.

Primary producer—An organism that photosynthesizes.

Second law of thermodynamics—When energy is transformed, some of the original energy is de- graded into less useful forms of energy.

same food particle, extracting more of the stored energy each time. Some waste products of the microbial trophic level re-enter the grazing part of the food web and are used as growth materials for primary producers. This occurs, for example, when earthworms are eaten by birds.

See also Ecological pyramids; Energy budgets.

Resources

Books

Bradbury, I. The Biosphere. New York: Belhaven Press, Pinter Publishers, 1991.

Incropera, Frank P., and David P. DeWitt. Fundamentals of Heat and Mass Transfer. 5th ed. New York: John Wiley & Sons, 2001.

Miller, G. T., Jr. Environmental Science: Sustaining the Earth.

3rd ed. Belmont, CA: Wadsworth Publishing Company, 1991.

Stiling, P. D. “Energy Flow in Ecosystems.” In Introductory Ecology. Englewood Cliffs, NJ: Prentice-Hall, 1992.

Periodicals

Begon, M., J. L. Harper, and C. R. Townsend. “The Flux of Energy Through Communities.” In Ecology: Individuals, Populations and Communities. 2nd ed. Boston: Blackwell Scientific Publications, 1990.

Engineering

Engineering is the art of applying science, mathematics, and creativity to solve technological problems.

The accomplishments of engineering can be seen in nearly every aspect of our daily lives, from transportation to communications, and entertainment to health care. And, although each of these applications is unique, the process of engineering is largely independent. This process be- gins by carefully analyzing a problem, intelligently de- signing a solution for that problem, and efficiently trans- forming that design solution into physical reality.

Analyzing the problem

Defining the problem is the first and most critical step of the problem analysis. To best approach a solution, the problem must be well-understood and the guidelines or design considerations for the project must be clear. For example, in the creation of a new automobile, the engineers must know if they should design for fuel economy or for brute power. Many questions like this arise in every engineering project, and they must all be answered at the very beginning if the engineers are to work efficiently toward a solution.

When these issues are resolved, the problem must be thoroughly researched. This involves searching technical journals and closely examining solutions of similar engineering problems. The purpose of this step is two-fold. First, it allows the engineer to make use of a tremendous body of work done by other engineers. And second, it ensures the engineer that the problem has not already been solved. Either way, the review allows him or her to intelligently approach the problem, and perhaps avoid a substantial waste of time or legal conflicts in the future.

Designing a solution

Once the problem is well-understood, the process of designing a solution begins. This process typically starts with brainstorming, a technique by which members of the engineering team suggest a number of possible general approaches for the problem. In the case of an auto- mobile, perhaps conventional gas, solar, and electric power would be suggested to propel the vehicle. Generally, one of these is then selected as the primary candidate for further development. Occasionally, however, if time permits and several ideas stand out, the team may elect to pursue multiple solutions to the problem. More refined designs of these solutions/systems then “compete,” and the best of those is chosen.

Once a general design or technology is selected, the work is sub-divided and various team members assume specific responsibilities. In the automobile, for example, the mechanical engineers in the group would tackle such problems as the design of the transmission and suspension systems. They may also handle air flow and cli- mate-control concerns to ensure that the vehicle is both

 

Energy : Energy efficiency , History of energy concerns , Energy efficiency in buildings , Transportation , Energy efficiency in industry and Other techniques for increasing energy efficiency

Energy efficiency

energy_efficient_home_upgrades

Energy efficiency refers to any process by which the amount of useful energy obtained from some process is increased compared to the amount of energy put into that process. As a simple example, some automobiles can travel 40 mi (17 km) by burning a single gallon (liter) of gasoline, while others can travel only 20 mpg (8.5 km/l). The energy efficiency achieved by the first car is twice that achieved by the second car. In general, energy efficiency is measured in units such as mpg, lumens per watt, or some similar “output per input” unit.

History of energy concerns

Interest in energy efficiency is relatively new in the history of modern societies, although England’s eighteenth century search for coal was prompted by the de- cline of the country’s forest resources. For most of the past century, however, energy resources seemed to be infinite, for all practical purposes. Little concern was expressed about the danger of exhausting the world’s supplies of coal, oil, and natural gas, its major energy resources.

The turning point in that attitude came in the 1970s when the major oil-producing nations of the world suddenly placed severe limits on the amounts of petroleum that they shipped to the rest of the world. This oil embargo forced major oil users such as the United States, Japan, and the nations of Western Europe to face for the first time the danger of having insufficient petroleum products to meet their basic energy needs. Use of energy resources suddenly became a matter of national and international discussion.

Energy efficiency can be accomplished in a number of different ways. One of the most obvious is conservation; that is, simply using energy resources more careful- ly. For example, people might be encouraged to turn out lights in their home, to set their thermostats at lower temperatures, and to use bicycles rather than automobiles for transportation. Energy efficiency in today’s world also means more complex and sophisticated approaches to the way in which energy is used in industrial, commercial, and residential settings.

Energy efficiency in buildings

Approximately one-third of all the energy used in the United States goes to heat, cool, and light buildings. A number of technologies have been developed that im- prove the efficiency with which energy is used in buildings. Some of these changes are simple; higher grades of insulation are used in construction, and air leaks are plugged. Both of these changes reduce the amount of heated or air-conditioned air (depending on the season) lost from the building to the outside environment.

Other improvements involve the development of more efficient appliances and construction products. For example, the typical gas furnace in use in residential and commercial buildings in the 1970s was about 63% efficient. Today, gas furnaces with efficiencies of 97% are readily available and affordable. Double-glazed windows with improved insulating properties have also been developed. Such windows can save more than 10% of the energy lost by a building in a year.

Buildings can also be designed to save energy. For example, they can be oriented on a lot to take advantage of solar heating or cooling. Many commercial structures also have computerized systems that automatically ad- just heating and cooling schedules to provide a comfort- able environment for occupants only when and in portions of the building that are occupied.

Entirely new technologies can be used also. For example, many buildings now depend exclusively on more efficient fluorescent lighting systems than on less efficient incandescent lights. In some situations, this single change can produce a greater savings in energy use than any other modification. The increasing use of solar cells is another example of a new kind of technology that has the potential for making room and water heating much more efficient.

Transportation

About one-third more of the energy used in the United States goes to moving people and goods from place to place. For more than two decades, governments have made serious efforts to convince people that they should use more energy-efficient means of transportation, such as bicycles or some form of mass transit (buses, trolleys, subways, light-rail systems, etc.). These efforts have had only limited success.

Another approach that has been more successful has been to encourage car manufacturers to increase the efficiency of automobile engines. In the 1970s, the average fuel efficiency of cars in the United States was 13 mpg

(5.5 km/l). Over the next decade, efficiency improved nearly twice over to 25 mpg (10.6 km/l). In other nations, similar improvements were made. Cars in Japan, for example, increased from an average efficiency of 23 mpg (9.8 km/l) in 1973 to 30 mpg (12.8 km/l) in 1985.

Yet, even more efficient automotive engines appear to be possible. Many authorities believe that efficiencies approaching 50 mpg (21 km/l) should be possible by the year 2001. As of 1987, at least three cars with fuel efficiencies of more than 50 mpg (21 km/l) were already in production (the Ford Escort, Honda City, and Suzuki Sprint). Experimental cars with efficiencies close to 100 mpg (42.5 km/l) were also being tested; the Toyota AXV has achieved 98 mpg (41.7 km/l) on test tracks, and the Renault VESTA has logged 124 mpg (52.7 km/l).

To a large extent, automobile manufacturers have been slow to produce cars that have the maximum possible efficiencies because they question whether consumers will pay higher purchase prices for these cars. Improvements continue to be made, however, at least partly because of the legislative pressure for progress in this direction.

Energy efficiency in industry

The final third of energy use in the United States occurs in a large variety of industrial operations such as producing steam, heating plants, and generating electric- ity for various operations. Improvements in the efficiency with which energy is used in industry also depends on two principal approaches: the development of more efficient devices and the invention of new kinds of technologies. More efficient motors are now available so that the same amount of work can be accomplished with a smaller amount of energy input. And, as an example of the use of new technologies, laser beam systems that can both heat and cut more efficiently than traditional tools are being given new applications. Industries are also finding ways to use computer systems to design and carry out functions within a plant more efficiently than traditional resource management methods.

One of the most successful approaches to improving energy efficiency in industry has been the development of cogeneration systems. Cogeneration refers to the process in which heat produced in an industrial operation (formerly regarded as “waste heat”) is used to generate electricity. The plant saves money through cogeneration because it does not have to buy electrical power from local utilities.

Other techniques for increasing energy efficiency

Many other approaches are available for increasing the efficiency with which energy is used in a society. Recycling has become much more popular in the United States over the past few decades at least partly because it provides a way of salvaging valuable resources such as glass, aluminum, and paper. Recycling is also an energy efficient practice because it reduces the cost of producing new products from raw materials. Another approach to energy efficiency is to make use of packaging materials that are produced with less energy. The debate still continues over whether paper or plastic bags are more energy efficient, but at least the debate indicates that people are increasingly aware of the choices that can be made about packaging materials.

Government policies and regulations

Most governmental bodies were relatively unconcerned about energy efficiency issues until the OPEC (Organization of Oil Exporting Countries) oil embargo of 1973-74. Following that event, however, they began to search for ways of encouraging corporations and private consumers to use energy more efficiently. One of the first of many laws that appeared over the next decade was the Energy Policy and Conservation Act of 1975. Among the provisions of that act were: a requirement that new appliances carry labels indicating the amount of energy they use, the creation of a federal technical and financial assistance program for energy conservation plans, and the establishment of the State Energy Conservation Program. A year later, the Energy Conservation and Production Act of 1976 provided for the development of national mandatory Building Energy Performance Standards and the creation of the Weatherization Assistance Program to fund energy-saving retrofits for low-income households. Both of these laws were later amended and updated.

In 1991, the U.S. Environmental Protection Agency (EPA) established two voluntary programs to prevent pollution and reduce energy costs. The Green Lights Partnership provided assistance in installing energy-efficient lighting, and the Energy Star Buildings Partnership used Green Lights as its first of five stages to improve all aspects of building efficiency. The World Trade Center and the Empire State Building in New York City and the Sears Tower in Chicago (four of the world’s tallest structures) joined the Energy Star Buildings Partnership as charter members and have reduced their energy costs by millions of dollars. The EPA also developed software with energy management aids for building operators who enlist in the partnership. By 1998, participating businesses had reduced their lighting costs by 40%, and whole- building upgrades had been completed in over 2.8 billion ft2 (0.3 billion m2) of building space. The EPA’s environ- mental interest in the success of these programs comes not only from conserving resources but from limiting carbon dioxide emissions that result from energizing industrial plants and commercial buildings and that cause changes in the world’s climate.

 

Energy : Energy efficiency , History of energy concerns , Energy efficiency in buildings , Transportation , Energy efficiency in industry and Other techniques for increasing energy efficiency

Energy efficiency

energy_efficient_home_upgrades

Energy efficiency refers to any process by which the amount of useful energy obtained from some process is increased compared to the amount of energy put into that process. As a simple example, some automobiles can travel 40 mi (17 km) by burning a single gallon (liter) of gasoline, while others can travel only 20 mpg (8.5 km/l). The energy efficiency achieved by the first car is twice that achieved by the second car. In general, energy efficiency is measured in units such as mpg, lumens per watt, or some similar “output per input” unit.

History of energy concerns

Interest in energy efficiency is relatively new in the history of modern societies, although England’s eighteenth century search for coal was prompted by the de- cline of the country’s forest resources. For most of the past century, however, energy resources seemed to be infinite, for all practical purposes. Little concern was expressed about the danger of exhausting the world’s supplies of coal, oil, and natural gas, its major energy resources.

The turning point in that attitude came in the 1970s when the major oil-producing nations of the world suddenly placed severe limits on the amounts of petroleum that they shipped to the rest of the world. This oil embargo forced major oil users such as the United States, Japan, and the nations of Western Europe to face for the first time the danger of having insufficient petroleum products to meet their basic energy needs. Use of energy resources suddenly became a matter of national and international discussion.

Energy efficiency can be accomplished in a number of different ways. One of the most obvious is conservation; that is, simply using energy resources more careful- ly. For example, people might be encouraged to turn out lights in their home, to set their thermostats at lower temperatures, and to use bicycles rather than automobiles for transportation. Energy efficiency in today’s world also means more complex and sophisticated approaches to the way in which energy is used in industrial, commercial, and residential settings.

Energy efficiency in buildings

Approximately one-third of all the energy used in the United States goes to heat, cool, and light buildings. A number of technologies have been developed that im- prove the efficiency with which energy is used in buildings. Some of these changes are simple; higher grades of insulation are used in construction, and air leaks are plugged. Both of these changes reduce the amount of heated or air-conditioned air (depending on the season) lost from the building to the outside environment.

Other improvements involve the development of more efficient appliances and construction products. For example, the typical gas furnace in use in residential and commercial buildings in the 1970s was about 63% efficient. Today, gas furnaces with efficiencies of 97% are readily available and affordable. Double-glazed windows with improved insulating properties have also been developed. Such windows can save more than 10% of the energy lost by a building in a year.

Buildings can also be designed to save energy. For example, they can be oriented on a lot to take advantage of solar heating or cooling. Many commercial structures also have computerized systems that automatically ad- just heating and cooling schedules to provide a comfort- able environment for occupants only when and in portions of the building that are occupied.

Entirely new technologies can be used also. For example, many buildings now depend exclusively on more efficient fluorescent lighting systems than on less efficient incandescent lights. In some situations, this single change can produce a greater savings in energy use than any other modification. The increasing use of solar cells is another example of a new kind of technology that has the potential for making room and water heating much more efficient.

Transportation

About one-third more of the energy used in the United States goes to moving people and goods from place to place. For more than two decades, governments have made serious efforts to convince people that they should use more energy-efficient means of transportation, such as bicycles or some form of mass transit (buses, trolleys, subways, light-rail systems, etc.). These efforts have had only limited success.

Another approach that has been more successful has been to encourage car manufacturers to increase the efficiency of automobile engines. In the 1970s, the average fuel efficiency of cars in the United States was 13 mpg

(5.5 km/l). Over the next decade, efficiency improved nearly twice over to 25 mpg (10.6 km/l). In other nations, similar improvements were made. Cars in Japan, for example, increased from an average efficiency of 23 mpg (9.8 km/l) in 1973 to 30 mpg (12.8 km/l) in 1985.

Yet, even more efficient automotive engines appear to be possible. Many authorities believe that efficiencies approaching 50 mpg (21 km/l) should be possible by the year 2001. As of 1987, at least three cars with fuel efficiencies of more than 50 mpg (21 km/l) were already in production (the Ford Escort, Honda City, and Suzuki Sprint). Experimental cars with efficiencies close to 100 mpg (42.5 km/l) were also being tested; the Toyota AXV has achieved 98 mpg (41.7 km/l) on test tracks, and the Renault VESTA has logged 124 mpg (52.7 km/l).

To a large extent, automobile manufacturers have been slow to produce cars that have the maximum possible efficiencies because they question whether consumers will pay higher purchase prices for these cars. Improvements continue to be made, however, at least partly because of the legislative pressure for progress in this direction.

Energy efficiency in industry

The final third of energy use in the United States occurs in a large variety of industrial operations such as producing steam, heating plants, and generating electric- ity for various operations. Improvements in the efficiency with which energy is used in industry also depends on two principal approaches: the development of more efficient devices and the invention of new kinds of technologies. More efficient motors are now available so that the same amount of work can be accomplished with a smaller amount of energy input. And, as an example of the use of new technologies, laser beam systems that can both heat and cut more efficiently than traditional tools are being given new applications. Industries are also finding ways to use computer systems to design and carry out functions within a plant more efficiently than traditional resource management methods.

One of the most successful approaches to improving energy efficiency in industry has been the development of cogeneration systems. Cogeneration refers to the process in which heat produced in an industrial operation (formerly regarded as “waste heat”) is used to generate electricity. The plant saves money through cogeneration because it does not have to buy electrical power from local utilities.

Other techniques for increasing energy efficiency

Many other approaches are available for increasing the efficiency with which energy is used in a society. Recycling has become much more popular in the United States over the past few decades at least partly because it provides a way of salvaging valuable resources such as glass, aluminum, and paper. Recycling is also an energy efficient practice because it reduces the cost of producing new products from raw materials. Another approach to energy efficiency is to make use of packaging materials that are produced with less energy. The debate still continues over whether paper or plastic bags are more energy efficient, but at least the debate indicates that people are increasingly aware of the choices that can be made about packaging materials.

Government policies and regulations

Most governmental bodies were relatively unconcerned about energy efficiency issues until the OPEC (Organization of Oil Exporting Countries) oil embargo of 1973-74. Following that event, however, they began to search for ways of encouraging corporations and private consumers to use energy more efficiently. One of the first of many laws that appeared over the next decade was the Energy Policy and Conservation Act of 1975. Among the provisions of that act were: a requirement that new appliances carry labels indicating the amount of energy they use, the creation of a federal technical and financial assistance program for energy conservation plans, and the establishment of the State Energy Conservation Program. A year later, the Energy Conservation and Production Act of 1976 provided for the development of national mandatory Building Energy Performance Standards and the creation of the Weatherization Assistance Program to fund energy-saving retrofits for low-income households. Both of these laws were later amended and updated.

In 1991, the U.S. Environmental Protection Agency (EPA) established two voluntary programs to prevent pollution and reduce energy costs. The Green Lights Partnership provided assistance in installing energy-efficient lighting, and the Energy Star Buildings Partnership used Green Lights as its first of five stages to improve all aspects of building efficiency. The World Trade Center and the Empire State Building in New York City and the Sears Tower in Chicago (four of the world’s tallest structures) joined the Energy Star Buildings Partnership as charter members and have reduced their energy costs by millions of dollars. The EPA also developed software with energy management aids for building operators who enlist in the partnership. By 1998, participating businesses had reduced their lighting costs by 40%, and whole- building upgrades had been completed in over 2.8 billion ft2 (0.3 billion m2) of building space. The EPA’s environ- mental interest in the success of these programs comes not only from conserving resources but from limiting carbon dioxide emissions that result from energizing industrial plants and commercial buildings and that cause changes in the world’s climate.

 

Energy : Physical energy budgets , Budgets of fixed energy , KEY TERMS and Resources Books.

Physical energy budgets

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Physical energy budgets consider a particular, defined system, and then analyze the inputs of energy, its various transformations and storages, and the eventual outputs. This concept can be illustrated by reference to the energy budget of Earth.

The major input of energy to Earth occurs as solar electromagnetic energy. At the outer limits of Earth’s atmosphere, the average rate of input of solar radiation is

2.00 calories per cm2 per minute (this flux is known as the solar constant). About half of this energy input occurs as visible radiation, and half as near-infrared. As noted previously, Earth also emits its own electromagnetic radiation, again at a rate of 2.00 cal/cm2/min, but with a spectrum that peaks in the longer-wave infrared, at about 10 æm. Because the rate of energy input equals the rate of output, there is no net storage of energy, and no substantial, longer-term change in Earth’s surface temperature. Therefore, Earth represents a zero-sum, energy flow-through system. (Actually, over geological time there has been a small storage of energy, occurring as an accumulation of undecomposed biomass that eventually transforms geologically into fossil fuels. There are also minor, longer-term variations of Earth’s temperature surface that represent climate change. However, these represent quantitatively trivial exceptions to the preceding statement about Earth as a zero-sum, flow-through system for energy.) Although the amount of energy emit- ted by Earth eventually equals the amount of solar radiation that is absorbed, there are some ecologically important transformations that occur between these two events. The most important ways by which Earth deals with its incident solar radiations are: (1) An average of about 30% of the incident solar energy is reflected back to outer space by Earth’s atmosphere or its surface. This process is related to Earth’s albedo, which is strongly influenced by the solar angle, the amounts of cloud cover and atmospheric particulates, and to a lesser degree by the character of Earth’s surface, especially the types and amount of water (including ice) and vegetation cover. (2) About 25% of the incident energy is absorbed by atmospheric gases, vapors, and particulates, converted to heat or thermal kinetic energy, and then re-radiated as longer- wavelength infrared radiation. (3) About 45% of the incident radiation is absorbed at Earth’s surface by living and non-living materials, and is converted to thermal energy, increasing the temperature of the absorbing sur- faces. Over the longer term (that is, years) and even the medium term (that is, days) there is little or no net storage of heat. Virtually all of the absorbed energy is re-radiated by the surface as long-wave infrared energy, with a wavelength peak of about 10 æm. (4) Some of the thermal energy of surfaces causes water to evaporate from plant and non-living surfaces (see entry on evapotranspiration), or it causes ice or snow to melt. (5) Because of the uneven distribution of thermal energy on Earth’s surface, some of the absorbed radiation drives mass- transport, distributional processes, such as winds, water currents, and waves on the surface of waterbodies. (6) A very small (averaging less than 0.1%) but ecologically critical portion of the incoming solar energy is absorbed by the chlorophyll of plants, and is used to drive photo- synthesis. This photoautotrophic fixation allows some of the solar energy to be “temporarily” stored in the potential energy of biochemicals, and to serve as the energetic basis of life on Earth.

Certain gases in Earth’s atmosphere absorb long- wave infrared energy of the type that is radiated by heated matter in dissipation mechanisms 2 and 3 (above). This absorption heats the gases, which then undergo an- other re-radiation, emitting even longer-wavelength infrared energy in all directions, including back to Earth’s surface. The most important of the so-called radiatively active gases in the atmosphere are water and carbon dioxide, but the trace gases methane, nitrous oxide, ozone, and chlorofluorocarbons are also significant. This phenomenon, known as the greenhouse effect, significantly interferes with the rate of radiative cooling of Earth’s surface.

If there were no greenhouse effect, and Earth’s atmosphere was fully transparent to long-wave infrared radiation, surface temperatures would average about 17.6°F (-8°C), much too cold for biological processes to occur. Because the naturally occurring greenhouse effect maintains Earth’s average surface temperature about 60 degrees warmer than this, at about 77°F (25°C), it is an obviously important factor in the habitability of our planet. However, human activities have resulted in in- creasing atmospheric concentrations of some of the radiatively active gases, and there are concerns that this could cause an intensification of Earth’s greenhouse effect. This could lead to global warming, changes in the distributions of rainfall and other climatic effects, and severe ecological and socioeconomic damages.

Budgets of fixed energy

Ecological energetics examines the transformations of fixed, biological energy within communities and ecosystems, in particular, the manner in which biologi- cally fixed energy is passed through the food web.

For example, studies of a natural oak-pine forest in New York found that the vegetation fixed solar energy equivalent to 11,500 kilocalories per hectare per year (103 Kcal/ha/yr). However, plant respiration utilized 6.5 X 103 Kcal/ha/yr, so that the actual net accumulation of energy in the ecosystem was 5.0 X 103 Kcal/ha/yr. The various types of heterotrophic organisms in the forest utilized another 3.0 X 103 Kcal/ha/yr to support their respiration, so the net accumulation of biomass by all of the organisms of the ecosystem was equivalent to 2.0 x 103 Kcal/ha/yr.

The preceding is an example of a fixed-energy budget at the ecosystem level. Sometimes, ecologists develop budgets of energy at the levels of population, and even for individuals. For example, depending on environmental circumstances and opportunities, individual plants or animals can optimize their fitness by allocating their energy resources into various activities, most simply, into growth of the individual or into re- production.

However, biological energy budgets are typically much more complicated than this. For example, a plant can variously allocate its energy into the production of longer stems and more leaves to improve its access to sunlight, or it could grow longer and more roots to in-

KEY TERMS

Electromagnetic energy—A type of energy, involving photons, which have physical properties of both particles and waves. Electromagnetic energy is divided into spectral components, which (ordered from long to short wavelength) include radio, infrared, visible light, ultraviolet, and cosmic.

Entropy—The measurement of a tendency to- wards increased randomness and disorder.

crease its access to soil nutrients, or more flowers and seeds to increase the probability of successful reproduction. There are other possible allocation strategies, including some combination of the preceding.

Similarly, a bear must makes decisions about the al- location of its time and energy into activities associated with resting, either during the day or longer-term hibernation, hunting for plant or animal foods, seeking a mate, taking care of the cubs.

See also Energy transfer; Food chain/web.

Resources

Books

Odum, E.P. Ecology and Our Endangered Life Support Systems. New York: Sinauer, 1993.

Ricklefs, R.E. Ecology. New York: W.H. Freeman, 1990.

 

Energy : Physical energy budgets , Budgets of fixed energy , KEY TERMS and Resources Books.

Physical energy budgets

download

Physical energy budgets consider a particular, defined system, and then analyze the inputs of energy, its various transformations and storages, and the eventual outputs. This concept can be illustrated by reference to the energy budget of Earth.

The major input of energy to Earth occurs as solar electromagnetic energy. At the outer limits of Earth’s atmosphere, the average rate of input of solar radiation is

2.00 calories per cm2 per minute (this flux is known as the solar constant). About half of this energy input occurs as visible radiation, and half as near-infrared. As noted previously, Earth also emits its own electromagnetic radiation, again at a rate of 2.00 cal/cm2/min, but with a spectrum that peaks in the longer-wave infrared, at about 10 æm. Because the rate of energy input equals the rate of output, there is no net storage of energy, and no substantial, longer-term change in Earth’s surface temperature. Therefore, Earth represents a zero-sum, energy flow-through system. (Actually, over geological time there has been a small storage of energy, occurring as an accumulation of undecomposed biomass that eventually transforms geologically into fossil fuels. There are also minor, longer-term variations of Earth’s temperature surface that represent climate change. However, these represent quantitatively trivial exceptions to the preceding statement about Earth as a zero-sum, flow-through system for energy.) Although the amount of energy emit- ted by Earth eventually equals the amount of solar radiation that is absorbed, there are some ecologically important transformations that occur between these two events. The most important ways by which Earth deals with its incident solar radiations are: (1) An average of about 30% of the incident solar energy is reflected back to outer space by Earth’s atmosphere or its surface. This process is related to Earth’s albedo, which is strongly influenced by the solar angle, the amounts of cloud cover and atmospheric particulates, and to a lesser degree by the character of Earth’s surface, especially the types and amount of water (including ice) and vegetation cover. (2) About 25% of the incident energy is absorbed by atmospheric gases, vapors, and particulates, converted to heat or thermal kinetic energy, and then re-radiated as longer- wavelength infrared radiation. (3) About 45% of the incident radiation is absorbed at Earth’s surface by living and non-living materials, and is converted to thermal energy, increasing the temperature of the absorbing sur- faces. Over the longer term (that is, years) and even the medium term (that is, days) there is little or no net storage of heat. Virtually all of the absorbed energy is re-radiated by the surface as long-wave infrared energy, with a wavelength peak of about 10 æm. (4) Some of the thermal energy of surfaces causes water to evaporate from plant and non-living surfaces (see entry on evapotranspiration), or it causes ice or snow to melt. (5) Because of the uneven distribution of thermal energy on Earth’s surface, some of the absorbed radiation drives mass- transport, distributional processes, such as winds, water currents, and waves on the surface of waterbodies. (6) A very small (averaging less than 0.1%) but ecologically critical portion of the incoming solar energy is absorbed by the chlorophyll of plants, and is used to drive photo- synthesis. This photoautotrophic fixation allows some of the solar energy to be “temporarily” stored in the potential energy of biochemicals, and to serve as the energetic basis of life on Earth.

Certain gases in Earth’s atmosphere absorb long- wave infrared energy of the type that is radiated by heated matter in dissipation mechanisms 2 and 3 (above). This absorption heats the gases, which then undergo an- other re-radiation, emitting even longer-wavelength infrared energy in all directions, including back to Earth’s surface. The most important of the so-called radiatively active gases in the atmosphere are water and carbon dioxide, but the trace gases methane, nitrous oxide, ozone, and chlorofluorocarbons are also significant. This phenomenon, known as the greenhouse effect, significantly interferes with the rate of radiative cooling of Earth’s surface.

If there were no greenhouse effect, and Earth’s atmosphere was fully transparent to long-wave infrared radiation, surface temperatures would average about 17.6°F (-8°C), much too cold for biological processes to occur. Because the naturally occurring greenhouse effect maintains Earth’s average surface temperature about 60 degrees warmer than this, at about 77°F (25°C), it is an obviously important factor in the habitability of our planet. However, human activities have resulted in in- creasing atmospheric concentrations of some of the radiatively active gases, and there are concerns that this could cause an intensification of Earth’s greenhouse effect. This could lead to global warming, changes in the distributions of rainfall and other climatic effects, and severe ecological and socioeconomic damages.

Budgets of fixed energy

Ecological energetics examines the transformations of fixed, biological energy within communities and ecosystems, in particular, the manner in which biologi- cally fixed energy is passed through the food web.

For example, studies of a natural oak-pine forest in New York found that the vegetation fixed solar energy equivalent to 11,500 kilocalories per hectare per year (103 Kcal/ha/yr). However, plant respiration utilized 6.5 X 103 Kcal/ha/yr, so that the actual net accumulation of energy in the ecosystem was 5.0 X 103 Kcal/ha/yr. The various types of heterotrophic organisms in the forest utilized another 3.0 X 103 Kcal/ha/yr to support their respiration, so the net accumulation of biomass by all of the organisms of the ecosystem was equivalent to 2.0 x 103 Kcal/ha/yr.

The preceding is an example of a fixed-energy budget at the ecosystem level. Sometimes, ecologists develop budgets of energy at the levels of population, and even for individuals. For example, depending on environmental circumstances and opportunities, individual plants or animals can optimize their fitness by allocating their energy resources into various activities, most simply, into growth of the individual or into re- production.

However, biological energy budgets are typically much more complicated than this. For example, a plant can variously allocate its energy into the production of longer stems and more leaves to improve its access to sunlight, or it could grow longer and more roots to in-

KEY TERMS

Electromagnetic energy—A type of energy, involving photons, which have physical properties of both particles and waves. Electromagnetic energy is divided into spectral components, which (ordered from long to short wavelength) include radio, infrared, visible light, ultraviolet, and cosmic.

Entropy—The measurement of a tendency to- wards increased randomness and disorder.

crease its access to soil nutrients, or more flowers and seeds to increase the probability of successful reproduction. There are other possible allocation strategies, including some combination of the preceding.

Similarly, a bear must makes decisions about the al- location of its time and energy into activities associated with resting, either during the day or longer-term hibernation, hunting for plant or animal foods, seeking a mate, taking care of the cubs.

See also Energy transfer; Food chain/web.

Resources

Books

Odum, E.P. Ecology and Our Endangered Life Support Systems. New York: Sinauer, 1993.

Ricklefs, R.E. Ecology. New York: W.H. Freeman, 1990.