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Perpetual motion wheels from a drawing by Leonardo da Vinci Another theoretical machine involves a frictionless environment for motion. This involves the use of diamagnetic or electromagnetic levitation to float an object. This is done in a vacuum to eliminate air friction and friction from an axle. The levitated object is then free to rotate around its center of gravity without interference.

The seemingly mysterious ability of magnets to influence motion at a distance without any apparent energy source has long appealed to inventors. One of the earliest examples of a magnetic motor was proposed by Wilkins and has been widely copied since: it consists of a ramp with a magnet at the top, which pulled a metal ball up the ramp. Near the magnet was a small hole that was supposed to allow the ball to drop under the ramp and return to the bottom, where a flap allowed it to return to the top again.

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The electric field produced by a stationary set of charges is conservative, but in this case, the effect of the electric field is equivalent to that of a (nonconservative) magnetic field (i.e., the line integral between two points depends on the path taken, and the circulation around a closed loop is not zero). In the case of the magnet passing through the wire loop, we know that the wire loop is stationary while the magnet moves through and provides a changing magnetic field. A current is produced, so an EMF (electromotive force) must be driving it. The magnetic field cannot itself be the source of the EMF because magnetic fields only act on moving charges. Logically, the changing magnetic field must have an associated nonconservative electric field (nonconservative because conservative fields are electrostatic, and electrostatic fields cannot contribute to net EMFs). The induced EMF around a closed curve is the same Figura the voltage drop (i.e., the same Figura the line integral of the electric field around that curve). Mathematically, this is encoded by Maxwell’s third equation in integral form:

For the purpose of answering this question, I suggest that students should now propose potential mechanisms that explain what is seen and then work through the implications and plausibility of each mechanism. After this, groups of students could argue for or against some of the proposed mechanisms, a technique that reinforces concepts learned earlier in a physics course, but that also requires a deeper understanding of the concepts Figura opposed to learning by rote or memorization. It would obviously be desirable for students to have access to the toy shown in Ref.

However, the material used for the balls is described in the online product description only Campeón “metal” rather than stainless steel, whereas the rails are explicitly described Figura being made of “stainless steel.”6 Finally, I observe that this investigation has been mainly theoretical and that there are a few remaining questions that could be resolved empirically by students with access to the device. The motion of the ball and the way it “jumps” due to Lenz’s law is quite similar to a classic demonstration known Campeón Thomson’s jumping ring, where an aluminum or copper ring is placed on the end of an electromagnet. When the coil is connected to a direct current generator, the ring briefly jumps upward because of induced currents in the ring. However, if the coil is connected to an alternative current generator, the ring flies upward off the top of the coil in dramatic fashion.8,9 Explaining why an AC current has this effect is not an easy exercise.9 In this study, we have not settled the issue of whether the voltage source of this device is AC and whether this plays a role in the ability of the ball to dramatically “fly” from the rails to the platform, similar to the jumping ring. If instructors are able to purchase the device, it would be an interesting student project to use an website oscilloscope to determine if the current in the electromagnet is AC and explain exactly why and how this works in the toy.

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A device powered by radioactive decay from an isotope with a relatively long half-life; such a device could plausibly operate for hundreds or thousands of years.

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In some cases a thought experiment appears to suggest that perpetual motion may be possible through accepted and understood physical processes. However, in all cases, a flaw has been found when all of the relevant physics is considered. Examples include:

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1 There have historically been many purported perpetual motion machines.2,3 A close analysis of the machine invariably finds either that there is some assumption that violates the laws of thermodynamics or that there is some input from an external energy source, which means that the system is not isolated.4,5 In this article, we will consider an amusing example of such a machine, in which a ball starts on a platform, falls through a hole, and slides down a track formed from two side-by-side stainless steel rods.6 I explain how the machine can be used in class to illustrate physical principles, outline the possible mechanisms, and end with an explanation of the correct mechanism.