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AQA TRILOGY
MAGNETISM AND
ELECTROMAGNETISM
Q1-6 FOUNDATON
Q3-9 HIGHER
Page 1 of 26
Q1.
A student investigated how the number of turns of wire on an electromagnet affects how
many paper clips the electromagnet can pick up.
Figure 1
10 1
25 2
40 4
55 5
60 6
Figure 2
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(3)
(b) Describe the relationship between the number of paper clips picked up and the
number of turns on the electromagnet.
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(1)
(c) Suggest what would happen if the student used 5 turns of wire in the investigation.
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(2)
(d) Describe one way the student’s investigation could have been improved.
Improvement ________________________________________________________
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Reason ____________________________________________________________
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Page 3 of 26
(2)
(e) Which two factors would affect the strength of the magnetic field around the
electromagnet?
(2)
(Total 10 marks)
Q2.
A magnetic toy uses ring-shaped magnets.
Look at Figure 1.
The magnets can move up and down the rod. Ring magnet B appears to float.
Figure 1
(b) What would happen if ring magnet B was turned upside down?
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(1)
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(c) Figure 2 shows four plotting compasses arranged around a wire.
Figure 2
Explain why the compass needles all point in the same direction.
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(2)
Figure 3
Page 5 of 26
(e) What would happen to the direction of the compass needles if the current was
reversed?
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(1)
Figure 4
On Figure 4 draw the magnetic field due to the current in the coil.
(3)
(Total 9 marks)
Q3.
Figure 1 shows the magnetic field around a copper wire carrying a current.
Figure 1
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(1)
Page 6 of 26
(b) Complete the sentence.
(c) Suggest how the field lines on Figure 1 show the variation in field strength.
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(2)
A student coiled the copper wire a different number of times to form a solenoid.
Each time the student measured the strength of the magnetic field inside the solenoid.
Figure 2
(e) Determine the increase in strength of magnetic field when the number of turns on
the coil is changed from 12 to 18
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Page 7 of 26
Increase in strength of magnetic field = ____________________ arbitrary units
(2)
Figure 3
Draw field lines to show the magnetic field around the solenoid.
(2)
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(1)
(Total 12 marks)
Q4.
(a) Electromagnets are often used at recycling centres to separate some types of
metals from other materials.
Give one reason why an electromagnet would be used rather than a permanent
magnet.
Page 8 of 26
___________________________________________________________________
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(1)
(b) In this question you will gain marks for using good English, organising
information clearly and using scientific words correctly.
Describe how the students could build an electromagnet. Include in your answer
how the students should vary and test the strength of their electromagnet.
(6)
(Total 7 marks)
Q5.
Figure 1 shows a magnet moving into a coil of wire. This movement causes a reading on
the voltmeter.
Page 9 of 26
(a) Use the correct word from the box to complete the sentence.
Moving the magnet into the coil of wire causes a reading on the voltmeter because a
(b) A student investigated how the number of turns on the coil of wire affects the
maximum voltmeter reading. The student changed the number of turns on the coil of
wire, then moved the magnet into the coil. The student recorded the maximum
voltmeter reading.
To obtain valid data, suggest two variables that the student should control in this
investigation.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
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(2)
Page 10 of 26
Suggest a reason for the anomalous result.
______________________________________________________________
(1)
It may have been better for the student to have used a data-logger in his
investigation rather than a voltmeter.
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___________________________________________________________________
(1)
(Total 6 marks)
Q6.
(a) Complete the description of the device shown below by drawing a ring around the
correct line in each box.
an electric motor.
a transformer.
(1)
(ii) The coil needs a flick to get started. Then one side of the coil is pushed by the
cell
Page 11 of 26
coil and the other side is pulled, so that the coil spins.
force
(1)
(b) Suggest two changes to the device, each one of which would make the coil spin
faster.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(c) Suggest two changes to the device, each one of which would make the coil spin in
the opposite direction.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(Total 6 marks)
Q7.
When a conductor carrying a current is placed in a magnetic field a force is exerted on the
conductor.
(a) Describe how the direction of the force can be determined using Fleming’s Left
Hand Rule.
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(4)
Page 12 of 26
The photograph below shows apparatus to demonstrate the motor effect.
(b) When there is a current in the wire, the reading on the balance increases.
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(3)
(c) In one experiment, the teacher determined that the force on the wire was 2.14 mN
Page 13 of 26
Give your answer to 2 significant figures.
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Q8.
A student placed a permanent magnet on a top-pan balance.
He clamped a straight piece of wire so that it was suspended in the magnetic field.
Figure 1
(a) When a current passed through the wire from A to B, the reading on the balance
increased.
Explain why.
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Page 14 of 26
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(4)
Sketch a graph on Figure 2 to show the relationship between the current and
magnetic force on the wire.
Figure 2
(2)
(c) The length of the wire in the magnetic field in Figure 1 is 4.8 × 10–2 m
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Page 15 of 26
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Q9.
A teacher used the equipment shown in the figure below to demonstrate the motor effect.
(a) Describe how Fleming’s left-hand rule can be used to determine the direction in
which the rod will move when the switch is closed, and state the direction.
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(4)
(b) Increasing the current can increase the force acting on the copper rod.
Give one other way in which the size of the force acting on the copper rod could be
Page 16 of 26
increased.
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(1)
(c) The copper rod in the figure above has a length of 7 cm and a mass of 4 ×10–4 kg.
When there is a current of 1.12 A the resultant force on the copper rod is 0 N.
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Page 17 of 26
Mark schemes
Q1.
(a) correct plotting of all points
allow 1 mark for three or four correctly plotted
points
allow ± ½ a square
2
or
or
or
or
Page 18 of 26
allow increase current
Q2.
(a) S – top, N – bottom
1
(d)
field lines curving round the top and bottom of the wire coil.
1
Q3.
(a) the direction of the magnetic field
Page 19 of 26
1
(b) decreases
1
Q4.
(a) an electromagnet can be switched off
Page 20 of 26
accept a permanent magnet cannot be switched off
or
an electromagnet is stronger
accept control the strength
1
(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should apply a ‘best-fit’ approach to the marking.
Level 3 (5 – 6 marks):
there is a description of how the electromagnet is made
and
there is a description of how the strength of the electromagnet can be varied
and
there is a description of how the strength of the electromagnet can be tested
Level 2 (3 – 4 marks):
there is a description of how the electromagnet is made
and either
there is a description of how the strength of the electromagnet can be varied
or
there is a description of how the electromagnet can be tested
Level 1 (1 – 2 marks):
there is a basic description of how to make an electromagnet
or
there is a basic description of how the strength of the electromagnet can be varied
or
there is a basic description of how the electromagnet can be tested
Level 0 (0 marks):
No relevant / correct content
Page 21 of 26
• compare the results from before and after making alterations
• use de-magnetised paper clips
accept count the number of paperclips
with different current or p.d. or no. of turns
or core and see if the number changes/increases
6
[7]
Q5.
(a) induced
1
(ii) line of best fit passing through all points except (100, 0.034)
line does not need to go back to origin
1
Q6.
(a) (i) an electric motor
1
Page 22 of 26
(ii) force
1
Q7.
(a) place thumb and first two fingers (of left hand) at right angles to each other
1
(because when there is a current in the wire) there is a magnetic field around
Page 23 of 26
the wire
1
0.1393 (T)
an answer that rounds to 0.14 (T) scores 3
marks
1
0.14 (T)
allow answer consistent with their incorrectly /
not converted F to 2 significant figures
allow an answer from an incorrect calculation to
2 significant figures
1
an answer of 0.14 (T) scores 4 marks
an answer of 140 scores 3 marks
[11]
Q8.
(a) the current creates a magnetic field in the wire
1
which interacts with the magnetic field from the permanent magnet
1
Flemming’s left hand rule says the force on the wire is upwards
1
Page 24 of 26
W = 0.01176
1
B = 0.31
an answer of 0.031 scores 3 marks
an answer of 0.31 scores 5 marks
1
[11]
Q9.
(a) thumb, index finger and third finger are held mutually at right angles
1
index finger shows the direction of the magnetic field from North to South, third
finger
shows the direction of the current from positive to negative terminal
1
the thumb then shows the direction of the force acting on the copper rod
1
B = 0.05 (T)
1
allow 0.05 (T) without working shown for the 5 calculation
marks
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[10]
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