Propulsion Requirements for High-Speed Vehicles with Electrodynamic Suspension
The thrust force and power requirements for the propulsion of a vehicle with electrodynamic suspension (i.e., using superconducting magnets) are discussed. Acceleration thrust, magnetic drag, and aerodynamic drag are shown to lead to calculated power requirements of 8.0 MW under acceleration, and 5.2 MW for cruising at 300 mi/h. Aerodynamic and magnetic drag forces together produce acceptable passive deceleration characteristics. Propulsion requirements under normal operation and in emergency situations (i.e., unscheduled stops) are described. Propulsion systems are discussed, and it is concluded that the linear synchronous motor is most suitable for the proposed Maglev vehicle.
A linear synchronous motor for high-speed ground transport
This paper describes a linear synchronous motor which has been designed to propel a 500 km/hr electrodynamically-levitated vehicle. Superconducting magnets on the vehicle interact with an aluminum-cable winding built into the guideway. Following a description of the motor, a coupled-circuit model is derived and used to optimize the winding Configuration and to predict the performance of the motor. An inverter which acts as a controllable current source is used with the motor.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.