Electricity for public schools and colleges . e mercury cups — (i), —(2),and — (3), respectively. By means of thick copper pieces we can connect thesecells either in parallel or in series. By means of other mercury cups, and of other thick copper pieces, we canthrow into the circuit of one or more cells the resistance-box r {see ChapterXIV.), and the galvanometer G. This latter may either be a common tangentgalvanometer of no appreciable resistance, suitable for measurements of largecurrents ; or may be a more delicate instrument by means of which muchsmaller currents may be measured (ctv Chap
Electricity for public schools and colleges . e mercury cups — (i), —(2),and — (3), respectively. By means of thick copper pieces we can connect thesecells either in parallel or in series. By means of other mercury cups, and of other thick copper pieces, we canthrow into the circuit of one or more cells the resistance-box r {see ChapterXIV.), and the galvanometer G. This latter may either be a common tangentgalvanometer of no appreciable resistance, suitable for measurements of largecurrents ; or may be a more delicate instrument by means of which muchsmaller currents may be measured (ctv Chapter XVII.). The mercury cups and thick copper pieces give us connectioiis of practicallyzero resistance. CH. xiir. OHM S LAW 209 (i.) Let us put into the circuit a very large external resistance r of (say)1,000 ohms ; and let us also put in our more sensitive galvanometer, as thecurrent will be small. We can then, by coupling up our three cells in the different ways indicatedin (L) above, verify the results there deduced from Ohms
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