Abbreviated Journal Title
Rev. Sci. Instrum.
Keywords
Instruments & Instrumentation; Physics, Applied
Abstract
The purpose of this article is to disclose an automated method to design and investigate multimegavolt triple resonance Tesla transformers. The pulse transformer's "frequency equation" is presented for the first time. The frequency equation derivation properly models all the inductors, with their self-capacitances, which have yet to be treated in an orthodox manner. The analysis gives new insight into the transformer by showing the relationship between the roots of the frequency equation and the transformer's modal frequencies. The roots are shown to be subject to manipulation, and so the modal frequencies are controllable. The method efficiently extracts solutions (transformer circuits) from the frequency equation constrained to oscillate at an arbitrary and general modal frequency ratio (to include noninteger). A ratio of the present general interest is 1:2:3. This particular ratio forces the maxima of the three coexisting modal oscillations to align, and their amplitudes sum to produce a local maximum, at a specific time. The same alignment phenomenon occurs with the dual resonance transformer with a modal ratio of 1:2. A pulse transformer is designed as a demonstration. The energy in each of the three oscillations is examined at the moment of peak voltage in the demonstration transformer to show the investigative power of the new equations. This generalized tool will prove useful in the campaign to analytically locate global maximums from the triple resonance transformer's governing amplitude equation for output voltage.
Journal Title
Review of Scientific Instruments
Volume
77
Issue/Number
3
Publication Date
1-1-2006
Document Type
Article
DOI Link
Language
English
First Page
6
WOS Identifier
ISSN
0034-6748
Recommended Citation
Reed, John Randolph, "Designing triple resonance Tesla transformers of arbitrary modal frequency ratio" (2006). Faculty Bibliography 2000s. 6494.
https://stars.library.ucf.edu/facultybib2000/6494
Comments
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