Magnetic Field and Current Are Zero Inside Ideal Conductors

Fiolhais, M. C. N.; Essén, Hanno; Providência, Constança; Nordmark, and Arne B.

doi:10.2528/pierb10082701

Cited by 25 publications

(16 citation statements)

References 35 publications

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“…Development of homogeneous ferromagnetic spins destroys the superconductivity if it exceeds critical magnetic field of the superconductor. This model successfully describes the Meissner-Ochsenfeld effect [4,[6][7][8]. The prediction of penetrating strong magnetic fields in type-II superconductors by Abrikosov [9] gave further credibility to GL model which was later verified experimentally [10][11][12].…”

Section: Introductionmentioning

confidence: 85%

Effect of Background Magnetic Field on Type-II Superconductor under Oscillating Magnetic Field Simulated Using Ginzburg-Landau Model

Jafri

Zhao

Huang

et al. 2018

Advances in Condensed Matter Physics

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Cubic superconducting sample was simulated using time-dependent Ginzburg-Landau model under oscillating magnetic field with and without additional background static magnetic field. Vortex dynamics including entrance and exit from the sample was simulated. Magnetization and carrier concentration densities of the sample were studied as a function of external magnetic field variations. Anomalies in carrier concentration density were observed at certain values of the magnetic field which were correlated with the entrance and exit processes of vortices. Area swept by superconductor magnetization with magnetic field was observed to have a hysteresis-like behavior where area representing energy dissipated per cycle. This energy accumulation was suggested to cause instability in superconductor over the number of cycles and may result in thermal quenching. Temporal distribution of energy components showed consistency with the pattern observed for carrier concentration and magnetization under oscillating magnetic field. Rapid phase changes with magnetic oscillations resulted in oscillations in energy components, and irregular peaks and ripples in superconducting energy represent the situation of exit and entry of vortices. While the rise in interaction energy with cycles is referred to vortex relaxation time in a cycle, this energy is expected to accumulate and take other forms (e.g., heat) and is predicted to cause thermal quenching. In the presence of background static magnetic field, this energy dissipation was calculated to increase significantly while superconductor is subjected to oscillating magnetic field.

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Section: Introductionmentioning

confidence: 85%

Effect of Background Magnetic Field on Type-II Superconductor under Oscillating Magnetic Field Simulated Using Ginzburg-Landau Model

Jafri

Zhao

Huang

et al. 2018

Advances in Condensed Matter Physics

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“…During this time, a vast amount of literature on the subject has been accumulated (see, [2][3][4][5]). Originally formulated for conductors, it was then generalized in different directions (we refer interested readers to [6,7] and multiple references therein). One unexpected extension of the Thomson principle was suggested by Landau and Lifshitz [1].…”

Section: Formulation Of the Thomson Theorem (Principle)mentioning

confidence: 99%

Toward the Landau–Lifshitz version of the Thomson electrostatics theorem

Grinfeld

2015

Results in Physics

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a b s t r a c tIn the classical textbook (Landau and Lifshitz, 1963), Landau and Lifshtz suggested their version of the famous Thomson variational principle (a.k.a Thomson theorem.) So far, their version has not gained the interest it deserves, either among physicists or among applied mathematicians. Partially, the lack of interest can be explained because of the quality of the suggested proof of the principle. It is considerably lower than the standards accepted in classical electrostatics and mathematical physics. Even more importantly, Landau and Lifshitz did not demostrate the minimum property of the electrostatic energy at equilibrium. In this note, we, first, modify and specify the Landau-Lifshitz formulation of the principle presenting it as the isoperimetric variational problem. Then, for this isoperimetric problem we calculate the first and second variations, and we prove that the first variation vanishes, whereas the second variation appears to be positive.Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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“…Using an appropriate YBCO disc, it is possible to observe that the magnet is repelled by the cooled YBCO disc even when it was initially over it. An explanation can be constructed minimizing the (free) energy of the system [32]. The phenomenological exploration leads to characterize a superconductor with the conditions: R=0 as well as B=0 inside the YBCO.…”

Section: The Teaching Learning Sequence On Superconductivitymentioning

confidence: 99%

Teaching modern physics in secondary school

Michelini¹,

Santi²,

Stefanel³

2016

Proceedings of Frontiers of Fundamental Physics 14 — PoS(FFP14)

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The physics of the last century is now included in all EU secondary school curricula and textbooks, even if in not organic way. Nevertheless, there are very different positions as concern its introduction and students' conceptual knots in classical physics are quoted to argue the exclusion of modern physics in secondary school. Aspects discussed in literature are goals, rationale, contents, target students, instruments and methods. Very different goals, i.e. the culture of citizens, popularization, guidance, education, build different perspectives and aspects to treat selection: fundament, technologies and applications. Methods used are story telling of the main results, argumentation of crucial problems, integrated or as a complementary part in the curriculum. Modern physics in secondary school is a challenge, which involves curriculum innovation, teacher education and physics education research to individuate ways that allows the students to face the interpretative problems and manage them in many contexts and in social decisions. In this perspective, modern physics is an integrated content in curricula involving the building of formal thinking. Our research focus on building of formal thinking is on three directions: 1) Learning processes and role of reasoning in operative hands-on and minds-on phenomena interpretation; 2) object-models as tools to bridge common sense to physics ideas and ICT contribution focusing on real time labs and modelling; 3) building theoretical way of thinking: a path inspired of Dirac approach to quantum mechanics. We developed four different kind of proposals: 1) the physics of modern research analysis in material science: resistivity and Hall effect for electrical transport properties, Rutherford Backscattering Spectroscopy to look to structure characteristics, Time Resolved Resistivity for epitaxial growth; 2) Explorative approach to superconductivity phenomena (a coherent paths), 3) Discussion of some crucial / transversal concepts both in classical physics and modern physics: state, measure, cross section, 4) foundation of theoretical thinking in quantum mechanics.

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Magnetic Field and Current Are Zero Inside Ideal Conductors

Cited by 25 publications

References 35 publications

Effect of Background Magnetic Field on Type-II Superconductor under Oscillating Magnetic Field Simulated Using Ginzburg-Landau Model

Effect of Background Magnetic Field on Type-II Superconductor under Oscillating Magnetic Field Simulated Using Ginzburg-Landau Model

Toward the Landau–Lifshitz version of the Thomson electrostatics theorem

Teaching modern physics in secondary school

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