CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

15 Electromagnetic
induction and
alternating currents
CHAPTER OUTLINE
This chapter relates to Chapter 26: Electromagnetic induction and Chapter 27: Alternating
currents, in the Coursebook.
In this chapter learners will complete investigations on:
• 15.1 Planning investigation into the height of a metal ring above a current-carrying coil
• 15.2 A bar magnet moving through a coil
• 15.3 Planning investigation into eddy currents
• 15.4 Planning investigation into the effect of the iron core of a transformer
• 15.5 Ripple voltages in a rectification circuit.

Practical investigation 15.1: Planning investigation

into the height of a metal ring above a current-
carrying coil
Skills focus
See the Skills grids for details of the skills developed and used in this investigation.

Duration
The planning investigation will take about 40 minutes.

Preparing for the investigation

Learners need to understand that a changing magnetic field is needed so an alternating current is required for
electromagnetic induction.
Learners need to:
• know about different types of variables and the control of quantities
• be able to draw graphs and calculate their gradient
• be confident in the use of logarithms.

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
1 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Variables
Learners should identify:
• the dependent variable is h, the height of the aluminium ring
• the independent variable is I, the current in the coil
• the variable to be controlled is the number of turns on the coil, which should be kept constant.
Learners may also suggest keeping the frequency of the a.c. supply constant.

You will need

Equipment
• coil • rheostat or variable power supply (to vary
• steel retort stand current)
• alternating power supply or signal generator • connecting leads
• ammeter • ruler.

Safety considerations
Be careful of the heating effect of the (high) current.

Method
A suggested method is as follows.
• Labelled diagram showing the coil connected to an a.c. power supply or signal generator.
• The diagram may also show a vertical ruler fixed in a retort stand.
• The method should state that the maximum height is measured for different currents.
Extra detail, for example:
• reason for using steel / iron retort stand
• use a high current to produce a large change in magnetic flux density
• use a high-frequency current to increase the rate of change of flux density
• repeat measurements of height at different positions and find average height
• adjust a rheostat with an ammeter in the circuit to ensure that the current remains constant.

Carrying out the investigation

• You may need to help learners to determine the logarithmic relationship.
You may need to help some learners to choose an appropriate graph to plot.
Learners who have finished the investigation could trial their plan and analyse their results.

Common learner misconceptions

Learners may not realise that an alternating power supply is needed.

Answers to the workbook questions

a Plot a graph of lg h against lg I.
Relationship is valid if the result is a straight line with gradient q.
q = gradient
p = 10y-intercept

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
2 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Practical investigation 15.2: A bar magnet moving

through a coil
Skills focus
See the Skills grids for details of the skills developed and used in this investigation.

Duration
The practical will take about 60 minutes.

Preparing for the investigation

See details provided in Practical investigation 15.2 in the Workbook.

You will need

Equipment
• bar magnet • voltmeter or cathode ray oscilloscope
• coil (50–100 turns) • timer
• trolley • ruler
• inclined plane • connecting leads
• light gate • retort stands.

Safety considerations
There are no specific safety issues for this investigation.

Carrying out the investigation

• You may need to help learners to calculate uncertainties in average t and 1t and to draw the worst
acceptable line.
• You may also need to help learners to understand the light gate method for determining the time.
You may also need to help learners to determine the absolute uncertainties.
You will need to remind some learners to include a quantity and correct unit for the column headings
in all their tables.
Learners could derive the given relationship. Learners could also consider the physical significance
of the y-intercept.

Common learner misconceptions

• You may need to remind learners that t / ms is the time measured in milliseconds.
• Learners may find the unit for k difficult.

Sample results
L = 5.2 ± 0.1 cm
See Table 15.1.

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
3 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

1 −1
t1 / ms t2 / ms average t / ms /s E / mV
t
90 82 86 ± 4 11.6 ± 0.5 11
62 54 58 ± 4 17.2 ± 1.2 16
50 42 46 ± 4 21.7 ± 1.9 21
39 31 35 ± 4 28.6 ± 3.3 26
33 25 29 ± 4 34.5 ± 4.8 32
20 28 24 ± 4 41.7 ± 7.1 40
Table 15.1

Answers to the workbook questions (using the sample results)

a, b See Table 15.1 (unshaded section).
c, e See Figure 15.1.
45

40
best-fit line
35
steepest worst
30 acceptable line

E / mV shallowest worst
acceptable line
25

20

15

10
10 15 20 25 30 35 40 45 50
1 −1
t /s

Figure 15.1

Note for the sample data, the line of best fit should not pass through both the top and bottom plots.
d Gradient = kL2
f Gradient of best-fit line = 0.95 × 10−3
Gradient of worst-fit line = 0.74 or 1.12 × 10−3
Uncertainty in gradient = ± 0.19 × 10−3
g k = 0.35 V s m−2
 0.19 0.1 
h Percentage uncertainty in k =  + 2×  × 100% = 24%
 0.95 5.2 
i Absolute uncertainty in k = 0.32 × 0.31 = 0.099
j t is a very small value. L could be made larger so that t will be larger, thus reducing the percentage
uncertainty in t. In effect, an instantaneous average speed is being measured since the trolley
is accelerating.
k It is difficult to determine the maximum value from a voltmeter. The output could be displayed on a
storage oscilloscope or data logger. The resulting graph would then enable the maximum value of E to
be determined.

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
4 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Practical investigation 15.3: Planning investigation

into eddy currents
Skills focus
See the Skills grids for details of the skills developed and used in this investigation.

Duration
The planning investigation will take about 40 minutes.

Preparing for the investigation

Learners need to:
• understand eddy currents
• know about different types of variables and the control of quantities
• be able to draw graphs and calculate their gradient and y-intercept
• be confident in the use of natural logarithms.
Variables
Learners should identify:
• the dependent variable is t, the time for the copper sheet to stop oscillating
• the independent variable is d, the distance from the centre of the coil
• the variables to be controlled are the depth of the gap and the values of d, which must be the same for each
different sized gap. The sheet should also be released from the same position.

You will need

Equipment
• metal cutters / pliers • horseshoe magnet
• wooden retort stand • ruler or callipers.
• stopwatch

Safety considerations
Care should be taken using metal cutters and sharp edges.

Method
A suggested method is as follows.
• Labelled diagram showing the sheet pivoted. The diagram should also show the pivot supported in a
retort stand.
• The method should state that the sheet is released from rest at the same point each time. Stopwatch started
when the sheet is released and stopped when the sheet comes to rest.
Extra detail, for example:
• repeat experiment for each value of d and find the average t
• use a strong magnet

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
5 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

• method to ensure that the sheet is aligned with the coils and passes at right angles to the direction of the
magnetic field
• avoid draughts
• use Vernier callipers to measure d
• detail on starting the sheet from the same position each time
• measure d at several positions and find the average.

Carrying out the investigation

• You may need to help learners to determine the logarithmic relationship.
You will need to help some learners to choose an appropriate graph to plot.
Learners who have finished the investigation could trial their plan and analyse their results.

Common learner misconceptions

Learners may find it difficult to understand the position of the magnet in relation to the sheet.

Answers to the workbook questions

a Plot a graph of ln t against d.
Relationship is valid if the result is a straight line.
q = −gradient
k = ey-intercept

Practical investigation 15.4: Planning investigation

into the effect of the iron core of a transformer
Skills focus
See the Skills grids for details of the skills developed and used in this investigation.

Duration
The planning investigation will take about 40 minutes.

Preparing for the investigation

Learners need to:
• understand transformers
• know about different types of variables and the control of quantities
• be able to draw graphs and calculate their gradient and y-intercept
• be confident in the use of natural logarithms.

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
6 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Variables
Learners should identify:
• the dependent variable is E, the electromotive force across the secondary coil
• the independent variable is d, the distance that the iron bar does not overlap the C-core
• the variables to be controlled are: the current flowing in the primary coil, the number of turns on each coil
and the frequency of the a.c. supply. These must be kept constant.

You will need

Equipment
• two coils • ammeter
• iron bar • rheostat
• a.c. power supply or signal generator • connecting leads
• voltmeter or cathode ray oscilloscope • ruler or callipers.

Safety considerations
Be careful of the heating effect of the iron core.

Method
A suggested method is as follows.
• Labelled diagram showing the primary coil connected to an a.c. power supply or signal generator and the
secondary coil connected to the voltmeter or cathode ray oscilloscope.
• The method should state how the distance d is measured.
Extra detail, for example:
• use a high current, a large number of turns and a large magnetic field
• detail on measuring d, for example, measure from both sides of the C-core and determine an average value
• adjust a rheostat with an ammeter in the circuit to ensure that the current remains constant
• how to determine the electromotive force across the secondary coil from a cathode ray oscilloscope.

Carrying out the investigation

• You may need to help learners to determine the logarithmic relationship.
You will need to help some learners to choose an appropriate graph to plot.
Learners who have finished the investigation could trial their plan and analyse their results.

Common learner misconceptions

Learners may not realise that there are two separate circuits with a transformer and that the primary coil should
be connected to an a.c. power supply.

Answers to the workbook questions

a Plot a graph of ln E against d.
Relationship is valid if the result is a straight line.
k = −gradient
E0 = e y-intercept

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
7 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Practical investigation 15.5: Ripple voltages in a

rectification circuit
Skills focus
See the Skills grids for details of the skills developed and used in this investigation.

Duration
This practical will take about 60 minutes.

Preparing for the investigation

See details provided in the workbook for this investigation.
Learners need to be confident:
• in measuring potential difference from a cathode ray oscilloscope
• in determining frequency from a cathode ray oscilloscope.

You will need

Equipment
• capacitor • a.c. power supply
• diode • connecting leads
• various resistors in the range 3.3 kΩ to 10 kΩ • cathode ray oscilloscope.

Safety considerations
There are no specific safety issues for this investigation.

Carrying out the investigation

• Check the circuit if it is set up by learners.
• If an electrolytic capacitor is used, check the polarity.
You may need to help learners to measure Vmin and to determine the frequency from the cathode ray
oscilloscope.
You may also need to help learners with the mathematical analysis. In particular, they may need help to
determine the gradient with the 10−3 power term on the x-axis.
You will need to remind some learners to include a quantity and correct unit for the column headings in all
their tables.
Learners who have finished the investigation could repeat the experiment using a full bridge rectifier.
Learners could also determine the absolute uncertainty in C using a maximum/minimum method.
• You may need to help learners to determine voltages from the oscilloscope.
• You may need to help learners to determine the frequency of the power supply from the oscilloscope using
the time base and f = T1 .

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
8 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Common learner misconceptions

• You may need to help learners to set up the circuit.
• Learners may need to revise how to deal with uncertainties.

Sample results
Frequency, f = 50 Hz
Vmax = 9.2 ± 0.1 V
See Table 15.2.

1
R / kΩ / 10−3 Ω−1 Vmin / V VR / V
R
3.3 0.303 3.5 ± 0.1 5.7 ± 0.2
4.7 0.213 5.3 ± 0.1 3.8 ± 0.2
5.5 0.182 5.9 ± 0.1 3.3 ± 0.2
6.8 0.147 6.5 ± 0.1 2.7 ± 0.2
7.6 0.132 6.8 ± 0.1 2.4 ± 0.2
9.6 0.104 7.4 ± 0.1 1.8 ± 0.2
Table 15.2

Answers to the workbook questions (using the sample results)

a, b See Table 15.2 (unshaded section).
c, e See Figure 15.2.
6.0

5.5

best-fit line
5.0

worst
4.5 acceptable line

4.0

VR / V
3.5

3.0

2.5

2.0

1.5

1.0
0.05 0.10 0.15 0.20 0.25 0.30 0.35
1 −3 −1
R / 10 Ω

Figure 15.2

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
9 © Cambridge University Press 2020
 CAMBRIDGE INTERNATIONAL AS & A LEVEL PHYSICS: PRACTICAL TEACHER’S GUIDE

Vmax
d Gradient =
fC
f Gradient = 19 200
Gradient of worst-fit line = 17 600 or 21 600
Uncertainty in gradient = ± 2000
g C = 9.6 × 10−6 F
 2000 0.1 
h Percentage uncertainty in C =  +  × 100% = 11.5%
 19200 9.2 
i Absolute uncertainty in C = 0.115 × 9.6 × 10−6 = 1.1 × 10−6 F
Maximum/minimum methods:
9.3
max C = = 10.6 µF
50 × 17 600
9.1
min C = = 8.4 µF
50 × 21600
j R could be determined either by a voltmeter and ammeter method or by connecting the resistance
combination to an ohmmeter.
k The trace on the oscilloscope screen should be as large as possible. Vmax could be determined and then the
trace could be adjusted so that Vmax is positioned at the top of the screen and Vmin at the bottom of the
screen. This would reduce the percentage uncertainty in VR.

Cambridge International AS & A Level Physics – Jones, Field, Hewlett & Styles
10 © Cambridge University Press 2020