Who invented the microwave oven and what was it originally called? Detailed answer

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Who invented the microwave oven and what was it originally called? Detailed answer

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Who invented the microwave oven and what was it originally called?

The way to receive powerful microwave radio waves was invented in several countries at once in the 30s of the last century. Such radio waves began to be used primarily in radars. But already in 1932, employees of the Westinghouse laboratory (USA) fried two sausages without fire, placing them near a powerful generator of ultrashort waves. However, the matter was then limited to this laboratory curiosity.

In 1945, American engineer Percy Spencer, while experimenting with a magnetron (a powerful radio tube that generates ultrashort radio waves), noticed that a chocolate bar in his pocket suddenly melted. Interested in this phenomenon, Spencer placed several grains of corn near the magnetron. After a few minutes, the grains turned into popcorn. The next day, the engineer brought a raw egg to the laboratory and directed magnetron radiation at it. The egg almost immediately exploded: its liquid contents boiled almost instantly under the influence of electromagnetic waves. Spencer realized that he had found a way to cook food without fire.

In October 1945, his firm received a patent for a microwave oven, and three years later began producing devices called "radar ovens" - large cabinets stuffed with radio tubes, transformers, cooling fans, and an intricate tangle of wires. The space itself, where the dish was to be placed, was no larger than an oven in an ordinary gas stove.

Although two or three dozen copies were purchased by large restaurants, hotels and hospitals, the invention was not successful. It wasn't until 1952 that the Japanese bought the patent and set up production of home microwave ovens.

Author: Kondrashov A.P.

Random interesting fact from the Great Encyclopedia:

How many stars and stripes are on the US flag and why?

On July 14, 1777, the second Continental Congress in Philadelphia passed a resolution according to which the US national flag was to have 13 stripes, alternately red and white, and 13 white stars on a blue field, which personify a new constellation - the union of 13 former English colonies united in struggle for independence from Britain. The number of stripes (7 red and 6 white) has remained unchanged since then, and the number of stars has increased with the increase in the number of states in the United States.

The modern American flag with 50 stars was first raised in July 1960 in connection with the new state of Hawaii. A year earlier, the 49th star appeared on the flag when Alaska became a state.

Before that, the last time the number of stars changed was in 1912, when New Mexico and Arizona became states.

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Random news from the Archive

Adult intelligence interferes with learning a foreign language 29.07.2014

For a long time, linguists have noticed that complex grammar is easier for children, as well as numerous exceptions to the rules in foreign languages.

Adults learn grammar harder because all the available mental resources of the prefrontal cortex of the brain are involved in learning a foreign language. It's possible that this part of the brain is silencing other, more intuitive learning mechanisms, says Amy Finn of the Institute for Brain Research at the Massachusetts Institute of Technology.

Amy Finn came up with nine two-syllable words in a fictitious language (a famous example of this kind is "gloss kuzdra"), after which she broke them into three "grammatical" categories.

Participants in the experiment could hear these words for about 10 minutes. One group was asked not to analyze what they heard, but also not to be distracted at all, so that their attention was not concentrated on the words. The second group, while the recording was playing, was asked to draw a picture or solve a crossword puzzle. The third group was given the task to determine all the words that the subjects could hear.

The entry included combinations of three words (from each category). As scientists know, even children and monkeys can distinguish individual words in a speech stream.

All participants in the experiment with this task coped equally well (and the group of "diligent" even better). In the same way, the passage of the second task was organized, during which the subjects had to distinguish the correct sequences of words (which they had previously heard in the recording) from incorrect ones.

The last test was for understanding grammar (morphology). Participants in the experiment were shown three words. The subjects had not met one of them before, but grammatically it could be easily entered into one of the three available categories. As a result, when answering the question about the correctness or incorrectness of the location of the new word, the group of "diligent" made much more mistakes than those who listened to the recording inattentively.

The results of the experiment confirmed the hypothesis that two types of memory are used when teaching a foreign language. Explicit, or verbal, which stores facts and knowledge, helps to expand vocabulary, as well as memorize grammatical rules. As for implicit (procedural) memory, which directs a person's intuitive actions (i.e., those that he performs without thinking), it is responsible for the rapid use of complex grammar.

If you use the resources of verbal memory to learn a language, as adults usually do, then it will not allow you to speak freely: you can learn a lot of words and rules, but still not start speaking a foreign language fluently. In order to get rid of this problem, Amy Finn suggests that in the process of listening to someone else's speech, divert the prefrontal cortex to other mental exercises, or even turn it off through transcranial magnetic stimulation.

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