Electricity for public schools and colleges . Fig. ii. Let the current from A to C divide into two branches ABCand A B C ; and let the resistance A B be measured by r, B C byr, A B by s, and B C by s. Then A is at one potential V^, and C at a lower potential Vc;and along both branches the potential falls from V^ to Vc propor-tionally with the resistance. If {r + r) be great as comparedwith (i + s\ then the fall through ABC is gradual as comparedwith the steeper fall through ABC. But whatever proportion CH. xiT. MEASUREMENT OF RESISTANCES 22^ {r + r) bear to {s + s\ there will be on the b
Electricity for public schools and colleges . Fig. ii. Let the current from A to C divide into two branches ABCand A B C ; and let the resistance A B be measured by r, B C byr, A B by s, and B C by s. Then A is at one potential V^, and C at a lower potential Vc;and along both branches the potential falls from V^ to Vc propor-tionally with the resistance. If {r + r) be great as comparedwith (i + s\ then the fall through ABC is gradual as comparedwith the steeper fall through ABC. But whatever proportion CH. xiT. MEASUREMENT OF RESISTANCES 22^ {r + r) bear to {s + s\ there will be on the branch A B C pointsof the same potentials as those of any points on A B C re-spectively. Now if we connect two points B and B by a bridge B GBcontaining a galvanometer G, then according as we see indicateda current from B to B, no current, or a current from B to B, weshall conclude that B is above B in potential, B and B are at thesame potential, or B is above B in potential, respectively. The case of no current through G is the most important ; in
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Keywords: ., bookcentury1800, bookdecade1890, bookpubl, booksubjectelectricity
