Q1.

Figure 1 shows two bar magnets suspended close to each other.

Figure 1

(a)     Explain what is meant by the following statement.

‘A non-contact force acts on each magnet'.

A force that you cannot physically come in contact with, such as gravity.
(2)

(b)     Describe how to plot the magnetic field pattern of a bar magnet.

To know and plot the pattern of a magnetic field, you must conduct an experiment to
see what they look like. An efficient one is to use iron fillings. Sprinkle iron fillings
onto a paper, then place a magnet. Gently tap the paper so the shape becomes
clearer. The pattern will appear and you can plot it.
(3)

A student has set up the apparatus shown in Figure 2.

The iron rod is fixed to the track and cannot move.

Figure 2

(c)     The student gives the steel ball bearing a gentle push in the direction of the iron rod.

At the same time the student closes the switch S.

Explain the effect on the motion of the ball bearing when the switch S is closed.

The magnet moving in the coil will generate electricity. To make the size of the
induced voltage larger the magnet could be stronger, there could be more turns in
the coil, and the ball could be pushed in quicker.

Page 1 of 7
 (4)
(Total 9 marks)

Q2.
Figure 1 shows a straight wire passing through a piece of card.

A current (I) is passing down through the wire.

Figure 1

(a)     Describe how you could show that a magnetic field has been produced around the
wire.

Move a compass around the wire. The change in the direction of the compass
needle shows that a magnetic field has been produced.
(2)

(b)     Figure 2 shows the ignition circuit used to switch the starter motor in a car on.

The circuit includes an electromagnetic switch.

Figure 2

Explain how the ignition circuit works.

Page 2 of 7
 The current flows through the coil, and a magnetic field is produced. The short side
of the iron arm becomes attracted to the electromagnet. The contacts are pushed
together by the iron bar and the starter motor circuit is complete. Current starts to
flow through the starter motor.
(4)
(Total 6 marks)

Q3.
The left-hand rule can be used to identify the direction of the force acting on a current-
carrying conductor in a magnetic field.

(a)     Use words from the box to label Figure 1.

 
current field force potential difference

field (N to S)

current in wire

motion or force
 
(3)

(b)     Figure 2 shows an electric motor.

(i)      Draw an arrow on Figure 2 to show the direction of the force acting on the
wire AB.
(1)

(ii)     Suggest two changes that would increase the force acting on the wire AB.

Page 3 of 7
 1. Increase the number of loops, making a coil.

2. Increase strength of magnetic field.

(2)

(iii)    Suggest two changes that would reverse the direction of the force acting on
the wire AB.

1. Reverse the direction of the current

2. Reverse connections to the battery.

(2)

(c)     A student used an electric motor to lift a mass. This is shown in Figure 3.

The student varied the electrical input power to the motor. For each different
electrical input power, he recorded the time taken to lift the mass and calculated the
output power of the motor.

The results are shown in the table.

 
Work done
Electrical Time taken to Output
lifting the
Test input power lift the mass power
mass
in watts in seconds in watts
in joules

A 20 24 2.4 10

B 40 24 1.2 20

C 60 24 0.8 30

D 80 24 0.2 120

The result for Test D is anomalous.

(i)      Calculate the efficiency of the motor in Test D.

Efficiency = useful energy/total energy*100 = 120/200*100

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 Efficiency = 60%
(2)

(ii)     Comment on your answer to part (c)(i).

______________________________________________________________

______________________________________________________________
(1)

(iii)    Suggest a reason for this anomalous result.

The amount of time taken to lift the mass may have affected the output power. (1)
(Total 12 marks)

Q4.
(a)     A laboratory technician sets up a demonstration.

A flexible wire is suspended between the ends of a horseshoe magnet. The flexible
wire hangs from a cotton thread. When the switch is closed, the wire kicks forward.

Identify the effect which is being demonstrated.

Fleming’s right hand rule.

(1)

(b)     A teacher makes some changes to the set-up of the demonstration.

What effect, if any, will each of the following changes have?

(i)      more powerful horseshoe magnet is used.

The wire will bend further away.

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 (1)

(ii)     The connections to the power supply are reversed.

If you change the direction of the current, you change the direction of the
magnetic field.
(1)

Page 6 of 7
(Total 3 marks)