_______________________

Name:
_
Magnetic effects of
currents _______________________
Class:
_

_______________________
Date:
_

Time: 663 min.

Marks: 475 marks

Comments:

Page 1 of 62
Q1.
(a) State Lenz’s law.

___________________________________________________________________

___________________________________________________________________

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(1)

(b) Lenz’s law can be demonstrated using a bar magnet and a coil of wire connected to
a sensitive ammeter as shown in Figure 1.

Figure 1

The bar magnet is moved towards the coil and is then brought to a halt.

State how the reading on the ammeter changes during this process.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(c) During the demonstration an induced current is detected by the ammeter. The
induced current is in the direction E to F.
Explain how this demonstrates Lenz’s law.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Figure 2 shows an arrangement for investigating induced emf.

Figure 2

Page 2 of 62
 As shown, the uniform vertical magnetic field is confined to the gap between the
poles of the magnet. The plane of the square coil is horizontal and is made of
conducting wire. The coil consists of a single turn and is attached by flexible wire to
an oscilloscope.

The oscilloscope gives a reading of 2.9 × 10–4 V when the coil is moved at uniform
speed from position G outside the field to position H inside the field, as shown in
Figure 3.

Figure 3

Length of side of square coil = 32 mm

Magnetic flux density of uniform magnetic field = 0.38 T

Calculate the time taken to move the coil from position G to position H.

time = ____________________ s
(2)

(e) The square coil is rotated through 360° at a constant angular speed about the
horizontal axis shown in Figure 4.

Figure 4

Page 3 of 62
 Calculate the angular speed of the coil when the maximum reading on the
oscilloscope is 5.1 mV

angular speed = ____________________ rad s–1

(2)
(Total 8 marks)

Q2.
Different magnetic fields are present in the two chambers shown. A particle enters the first
chamber at a velocity of 80 m s–1 and is deflected into a circular path of radius 200 mm
In the second chamber it follows a circular path of radius 100 mm

Page 4 of 62
 The particle leaves the second chamber at a speed of

A 20 m s–1

B 40 m s–1

C 80 m s–1

D 160 m s–1

(Total 1 mark)

Q3.
The diagram shows a clockwise current I in a circular coil placed in a uniform magnetic
field B with the plane of the coil perpendicular to the magnetic field.

What is the effect on the coil of the interaction between the current and the magnetic
field?

A It rotates about the axis with the top moving out of the
page.
B It rotates about the axis with the top moving into the
page.
C It causes an increase in the diameter of the coil.

D It causes a decrease in the diameter of the coil.

Page 5 of 62
 (Total 1 mark)

Q4.
A transformer has an efficiency of 80%
It has 7000 turns on its primary coil and 175 turns on its secondary coil. When the primary
of the transformer is connected to a 240 V ac supply, the secondary current is 8.0 A

What are the primary current and secondary voltage?

Primary Secondary
current / mA voltage / V

A 250 6.0

B 160 6.0

C 250 9600

D 160 9600

(Total 1 mark)

Q5.
This question is about using a digital balance to investigate the force on a wire placed in a
magnetic field when there is an electric current in the wire.

A student carries out the procedure shown in Figure 1 and Figure 2.

A metre ruler is pivoted at the 1.0 cm mark and a prism is placed on a digital balance. The
free end of the ruler is raised and the balance is turned on and then set to zero, as shown
in Figure 1.

Figure 1

The ruler is then supported by the prism with the apex of the prism at the 30.0 cm mark as
shown in Figure 2. The height of the pivot is adjusted so that the ruler is horizontal.

Figure 2

Page 6 of 62
(a) Deduce the mass of the ruler.
State one assumption you make.

mass of ruler = ____________________ g

assumption _________________________________________________________

___________________________________________________________________
(3)

(b) The student attaches a uniform wire to the upper edge of the ruler, as shown in
Figure 3.

The ends of the wire are connected to terminal blocks P and Q which are fixed firmly
to the bench. A power supply and an ammeter are connected between P and Q.

These modifications cause the balance reading to increase slightly.

A horizontal uniform magnetic field is applied, perpendicular to the wire, between the
85 cm and 90 cm marks, as shown in the close-up diagram in Figure 3.

Figure 3

Page 7 of 62
The balance reading M is recorded for increasing values of current I.
A graph of these data is shown in Figure 4.

Figure 4

Page 8 of 62
 State and explain the direction of the horizontal uniform magnetic field.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) It can be shown that B, the magnitude of the magnetic flux density of the horizontal
uniform magnetic field, is given by

Page 9 of 62
 where

σ = change in force acting on the prism per unit current in the wire
L = length of the region where the magnetic field cuts through the wire.

Determine B.

B = ____________________ T
(3)

(d) The experiment is repeated with the ruler pivoted at the 99.0 cm mark.
Nothing else is changed from Figure 3.

This arrangement is shown in Figure 5.

Figure 5

Tick (✔) one box in row 1 and one box in row 2 of the table to identify the effect, if
any, on the magnitude of the forces acting on the apparatus as a certain current is
passed through the wire.

Tick (✔) one box in row 3 and one box in row 4 of the table to identify the effect, if
any, on the graph produced for this modified experiment compared with the graph in
Figure 4.

Reduced No effect Increased

Force acting on the current-

carrying wire due to the
1
horizontal uniform magnetic
field

Force acting on the prism due

2
to the pivoted ruler

Page 10 of 62
 3 Gradient of the graph

4 Vertical intercept of the graph

(3)

(e) Figure 6 shows the balance being used to measure the forces between two wires.
The connections joining these wires to the power supply are not shown.

The pan of the balance moves a negligible amount during use and it supports a
straight conducting wire X of horizontal length L.
Terminal blocks are used to connect X into the circuit. The weight of these does not
affect the balance reading.
A second conducting wire Y is firmly supported a distance d above X.

Show, by adding detail to Figure 6, the wire connections that complete the circuit.
The currents in X and Y must have the same magnitude and be in the directions
indicated.

Figure 6

(2)

(f) The vertical force F on wire X due to the magnetic field produced by wire Y is given
by

Page 11 of 62
 where

k is a constant
d is the perpendicular distance between X and Y
I is the current in the wires
and
L is the horizontal length of wire X.

A student wants to measure k using the arrangement in Figure 6.

The student is told that the following restrictions must apply:

• L is fixed
• I must not exceed 5.0 A
• the result for k must be obtained using a graphical method
• the experimental procedure must involve only one independent variable.

Explain what the student could do to find k.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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(5)
(Total 19 marks)

Q6.
Figure 1 shows two magnets, supported on a yoke, placed on an electronic balance.

Figure 1

Page 12 of 62
The magnets produce a uniform horizontal magnetic field in the region between them. A
copper wire DE is connected in the circuit shown in Figure 1 and is clamped horizontally
at right angles to the magnetic field.

Figure 2 shows a simplified plan view of the copper wire and magnets.

Figure 2

When the apparatus is assembled with the switch open, the reading on the electronic
balance is set to 0.000 g. This reading changes to a positive value when the switch is
closed.

(a) Which of the following correctly describes the direction of the force acting on the
wire DE due to the magnetic field when the switch is closed?

Tick (✔) the correct box.

towards the left magnet in Figure 2

Page 13 of 62
 towards the right magnet in Figure 2

vertically up

vertically down

(1)

(b) Label the poles of the magnets by putting N or S on each of the two dashed lines in
Figure 2.
(1)

(c) Define the tesla.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(d) The magnets are 5.00 cm long. When the current in the wire is 3.43 A the reading
on the electronic balance is 0.620 g.

Assume the field is uniform and is zero beyond the length of the magnets.

Calculate the magnetic flux density between the magnets.

magnetic flux density = ____________________ T

(2)
(Total 5 marks)

Q7.
A cyclotron has two D-shaped regions where the magnetic flux density is constant.
The D-shaped regions are separated by a small gap.
An alternating electric field between the D-shaped regions accelerates charged particles.
The magnetic field causes the charged particles to follow a circular path.

The diagram shows the path followed by a proton that starts from O.

Page 14 of 62
(a) Explain why it is not possible for the magnetic field to alter the speed of a proton
while it is in one of the D-shaped regions.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Derive an expression to show that the time taken by a proton to travel round one
semi-circular path is independent of the radius of the path.

(3)

(c) The maximum radius of the path followed by the proton is 0.55 m and the magnetic
flux density of the uniform field is 0.44 T.

Ignore any relativistic effects.

Calculate the maximum speed of a proton when it leaves the cyclotron.

maximum speed = ____________________ m s–1

Page 15 of 62
 (2)
(Total 6 marks)

Q8.
A coil with 20 circular turns each of diameter 60 mm is placed in a uniform magnetic field
of flux density 90 mT.

Initially the plane of the coil is perpendicular to the magnetic field lines as shown in Figure
X.

The coil is rotated about a vertical axis by 90° in a time of 0.20 s so that its plane becomes
parallel to the field lines as shown in Figure Y.
Assume that the rate of change of flux linkage remains constant.

What is the emf induced in the coil?

A zero

B 1.3 mV

C 25 mV

D 100 mV
(Total 1 mark)

Q9.
Read the following passage and answer the questions that follow.

A mass spectrometer is an instrument for measuring the masses of isotopes. The main
working parts of the instrument are shown in Figure 1.

Figure 1

Figure 2 shows the components in more detail. Positive ions are created in the ionizer.

Page 16 of 62
Some of these ions enter the accelerator where they are accelerated by a potential
difference VA. The ions emerge from the accelerator with different speeds and enter the
velocity selector.

The velocity selector contains a region where there is a uniform magnetic field at right
angles to an electric field. This electric field is formed between two parallel plates held at a
potential difference VD. This combination of fields only allows ions of a particular velocity
to enter the mass separator. Here ions of different mass are separated by a uniform
magnetic field. Finally the ions are detected.

Figure 2

(a) Explain what is meant by ionisation.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Discuss the energy transfers that take place in the accelerator as the ion passes
through it. Assume the ions are in a perfect vacuum.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Figure 3 shows the path taken by an ion that moves through the velocity selector at
a velocity v.

Figure 3

Page 17 of 62
 Discuss how the path changes when an ion enters the velocity selector with a
velocity greater than v.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Draw, on Figure 3, the path of the ion that is suggested by your answer to part (c).
(1)

(e) Ions created in the ioniser may have the same charge but a different number of
nucleons.

Discuss how the path of an ion in the mass separator is affected when it has more
nucleons.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) Some ions are created with the same mass but a double charge. The path of the
ions shown in Figure 2 is that of a singly charged ion.

Compare, with justification, the path of a doubly charged ion through the mass
spectrometer with that of a singly charged ion of the same mass.

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Page 18 of 62
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

Q10.
Figure 1 shows a step−down transformer used in a laptop power supply.

Figure 1

(a) Explain the purpose of the core in the transformer.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Describe and explain two features of the core that improve the efficiency of the
transformer.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Explain why transformers only work continuously when supplied with an alternating
current.

___________________________________________________________________

___________________________________________________________________

Page 19 of 62
 ___________________________________________________________________

___________________________________________________________________
(1)

(d) The primary coil of the transformer is connected to a 230 Vrms ac supply. The current
in the primary coil is 0.30 Arms. The secondary coil has 300 turns and provides an
output of 20 Vrms and a power of 65 W.

Calculate the number of turns on the primary coil.

number of turns on primary =_____________________

(1)

(e) Calculate the efficiency of the transformer.

efficiency ____________________
(2)
(Total 7 marks)

Q11.
A horizontal copper wire of mass 4.0 × 10−3 kg and length 80 mm is placed perpendicular
to a horizontal magnetic field of flux density 0.16 T. The magnetic force acting on the wire
supports the weight of the wire.

How many electrons are passing a point in the wire in each second?

A 1.9 × 1018

B 1.9 × 1019

C 1.9 × 1020

D 1.9 × 1021
(Total 1 mark)

Q12.
Two charged particles, P1 and P2, follow circular paths as they move at right angles to the

Page 20 of 62
 same uniform magnetic field. Both particles are travelling at the same speed.

The radius of the path travelled by P1 is twice the radius of the path travelled by P2.

The mass of P1 is m and its charge is q.

What is the mass of P2 and the charge of P2?

Mass of P2 Charge of P2

A 2m q
B 2m 2q

C m q
D m 2q
(Total 1 mark)

Q13.
A rectangular coil of area A has N turns of wire. The coil is in a uniform magnetic field of
flux density B with its plane parallel to the field lines.

The coil is then rotated through an angle of 30° about axis PQ.

What are the correct initial value and correct final value of the magnetic flux linkage?

Initial magnetic flux Final magnetic flux

linkage linkage

A 0
BAN
B 0 BAN

Page 21 of 62
 C BAN
BAN
D BAN BAN
(Total 1 mark)

Q14.
This question is about experiments to investigate the magnetic flux density around a
current−carrying conductor.

A student is provided with apparatus shown in Figure 1.

Figure 1

The apparatus consists of a circular frame on which is wound a coil of wire. This
arrangement is mounted inside a rectangular frame.

The student clamps a search coil so it is co−axial with the circular coil then arranges the
apparatus so that both frames and the search coil lie in the same vertical plane.

The coil of wire is connected to a signal generator and the search coil is connected to an
oscilloscope. When a sinusoidal alternating current is passed through the coil an
alternating emf is induced in the search coil.

The induced emf displayed on the oscilloscope is shown in Figure 2.

Figure 2

Page 22 of 62
(a) Determine, using Figure 2, the frequency of the current in the coil.

Time−base setting of the oscilloscope is 0.2 ms cm−1.

frequency = __________________ Hz
(2)

(b) Determine, using Figure 2, the root mean square (rms) voltage of the emf induced
in the search coil.

y−voltage gain of the oscilloscope = 10 mV cm−1

rms voltage = _________________ V
(2)

(c) Figure 3 and Figure 4 show the search coil and Bpeak, the peak magnetic flux
density produced by the current in the circular coil, when the apparatus is viewed
from above.

Figure 3 shows the direction of Bpeak when the search coil is arranged as in Figure
1.

Figure 4 shows the direction of Bpeak when the circular frame is rotated through an
angle θ.

The shaded area in these diagrams shows how the flux linked with the search coil
changes as the circular coil is rotated.

Page 23 of 62
 Figure 3

Figure 4

Explain why the flux linked with the coil is directly proportional to cosθ.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The student clamps the rectangular frame so that it remains in a vertical plane.
Without changing the position of the search coil she rotates the circular frame about
a vertical axis so that it is turned through an angle, as shown in Figure 5.

Figure 5

Page 24 of 62
She turns off the time−base on the oscilloscope so that a vertical line is displayed on
the screen. Keeping the y−voltage gain at 10 mV cm−1 she records the length l of
the vertical line and the angle θ through which the circular frame has been rotated.
She measures further results for l as θ is increased as shown in the table below.

θ/degree l/cm cosθ

10 6.7

34 5.6

50 4.4

60 3.4

72 2.1

81 1.1

Plot on Figure 6 a graph to test if these data confirm that l is directly proportional to
cosθ. Use the additional column in Table 1 to record any derived data you use.

Figure 6

Page 25 of 62
 (4)

(e) State and explain whether the graph you have drawn confirms the suggestion that l
is directly proportional to cosθ.

___________________________________________________________________

___________________________________________________________________
(1)

(f) When the time−base is switched off, the trace on the oscilloscope appears as shown
in Figure 7.

Figure 7

Page 26 of 62
 Describe two adjustments the student should make to the trace to reduce the
uncertainty in l.

You should refer to specific controls on the oscilloscope. You may use Figure 7 to
illustrate your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(g) The student adjusts the signal generator so that the frequency of the current in the
circular coil is doubled.

State and explain any changes she should make to the settings of the oscilloscope
in part (f) so that she can repeat the experiment.

___________________________________________________________________

Page 27 of 62
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(h) The apparatus is re−arranged as in Figure 1 so that both coils lie in the same
vertical plane and are co-axial along a line PQ.

The search coil is then moved a distance x along PQ, as shown in Figure 8.

Figure 8

The values of l corresponding to different values of x are recorded. A graph of these

data is shown in Figure 9.

Figure 9

Page 28 of 62
It is suggested that l decreases exponentially as x increases.

Explain whether Figure 9 supports this suggestion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 20 marks)

Page 29 of 62
Q20.
The diagram shows a horizontal conductor of length 50 mm carrying a current of 3.0 A at
right angles to a uniform horizontal magnetic field of flux density 0.50 T.

What is the magnitude and direction of the magnetic force on the conductor ?

A 0.075 N vertically upwards

B 0.075 N vertically downwards
C 75 N vertically upwards
D 75 N vertically downwards
(Total 1 mark)

Q21.
The diagram shows a coil placed in a uniform magnetic field. In the position shown, the

angle between the normal to the plane of the coil and the magnetic field is is rad.

Which line, A to D, in the table shows the angles through which the coil should be rotated,
and the direction of rotation, so that the flux linkage becomes (i) a maximum, and (ii) a
minimum?

Angle of rotation / rad

(i) for maximum flux linkage (ii) for minimum flux linkage

A clockwise anticlockwise

B anticlockwise clockwise

C clockwise anticlockwise

Page 30 of 62
 D anticlockwise clockwise
(Total 1 mark)

Q22.
A train is travelling at 20 m s–1 along a horizontal track through a uniform magnetic field of
flux density 4.0 × 10–5 T acting vertically downwards.

What is the emf induced between the ends of an axle 1.5 m long?

A 3.0 × 10–6V
B 5.3 × 10–4V
C 1.2 × 10–3V
D 7.5 × 105V
(Total 1 mark)

Q23.
The primary coil of a step-up transformer is connected to a source of alternating pd.
The secondary coil is connected to a lamp.

Which line, A to D, in the table correctly describes the ratios of flux linkages and currents
through the secondary coil in relation to the primary coil?

Secondary magnetic flux linkage Secondary current

Primary magnetic flux linkage Primary current

A <1 <1

B >1 <1

C >1 >1

D <1 >1
(Total 1 mark)

Q24.
Which one of the following statements is the main reason for operating power lines at high
voltage?

A Transformers are never perfectly efficient.

High voltages are required by many industrial users of
B
electricity.
C Electrical generators produce alternating current.

Page 31 of 62
 For a given amount of transmitted power, increasing the
D
voltage decreases the current.
(Total 1 mark)

Q25.
(a) State, in words, the two laws of electromagnetic induction.

Law 1 _____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Law 2 _____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) The diagram below illustrates the main components of one type of electromagnetic
braking system. A metal disc is attached to the rotating axle of a vehicle. An
electromagnet is mounted with its pole pieces placed either side of the rotating disc,
but not touching it. When the brakes are applied, a direct current is passed through
the coil of the electromagnet and the disc slows down.

(i) Explain, using the laws of electromagnetic induction, how the device in the
diagram acts as an electromagnetic brake.

______________________________________________________________

______________________________________________________________

Page 32 of 62
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) A conventional braking system has friction pads that are brought into contact
with a moving metal surface when the vehicle is to be slowed down.
State one advantage and one disadvantage of an electromagnetic brake
compared to a conventional brake.

Advantage _____________________________________________________

______________________________________________________________

______________________________________________________________

Disadvantage __________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Q26.
A metal detector is moved horizontally at a constant speed just above the Earth’s surface
to search for buried metal objects

Figure 1 shows the coil C of a metal detector moving over a circular bracelet made from a
single band of metal. The planes of the coil and the bracelet are both horizontal.

Figure 1

Page 33 of 62
In this metal detector, C carries a direct current so that the magnetic flux produced by C
does not vary. The bracelet is just below the surface, so the flux is perpendicular to the
plane of the bracelet. The field is negligible outside the shaded region of C.

Figure 2 shows how the magnetic flux through the bracelet varies with time when C is
moving at a constant velocity.

Figure 2

(a) (i) Sketch a graph on the grid to show how the emf induced in the bracelet varies
with time as C moves across the bracelet. Use the same scale on the time
axis as in Figure 2.

Page 34 of 62
 (3)

(ii) Use the laws of Faraday and Lenz to explain the shape of your graph.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

(b) The velocity at which C is moved is 0.28 m s−1.

Show that the diameter of the bracelet is about 6 cm.

(1)

(c) Determine the magnetic flux density of the field produced by C at the position of the
bracelet.

magnetic flux density ____________________ T

(2)

Page 35 of 62
 (d) Determine the maximum emf induced in the bracelet.

maximum emf ____________________ V

(3)
(Total 13 marks)

Q27.
The diagram shows a rigidly-clamped straight horizontal current-carrying wire held mid-
way between the poles of a magnet on a top-pan balance. The wire is perpendicular to the
magnetic field direction.

The balance, which was zeroed before the switch was closed, read 161 g after the switch
was closed. When the current is reversed and doubled, what would be the new reading on
the balance?

A −322 g

B −161 g

C zero

D 322 g
(Total 1 mark)

Q28.
Four rectangular loops of wire A, B, C and D are each placed in a uniform magnetic field
of the same flux density B. The direction of the magnetic field is parallel to the plane of
the loops as shown.

When a current of 1 A is passed through each of the loops, magnetic forces act on them.
The lengths of the sides of the loops are as shown.
Which loop experiences the largest couple?

Page 36 of 62
 A B C D
(Total 1 mark)

Q29.
Which one of the following statements is correct?

An electron follows a circular path when it is moving at right angles to

A a uniform magnetic field.

B a uniform electric field.

C uniform electric and magnetic fields which are perpendicular.

D uniform electric and magnetic fields which are in opposite directions.

(Total 1 mark)

Q30.
Two electrons, X and Y, travel at right angles to a uniform magnetic field.
X experiences a magnetic force, F , and Y experiences a magnetic force, F .
X Y

What is the ratio if the kinetic energy of X is half that of Y?

D 1

Page 37 of 62
 (Total 1 mark)

Q31.
A lamp rated at 12 V 60 W is connected to the secondary coil of a step-down transformer
and is at full brightness. The primary coil is connected to a supply of 230 V. The
transformer is 75% efficient.
What is the current in the primary coil?

A 0.25 A

B 0.35 A

C 3.75 A

D 5.0 A

Q32.
(a) Figure 1 shows two coils, P and Q, linked by an iron bar. Coil P is connected to a
battery through a variable resistor and a switch S. Coil Q is connected to a centre-
zero ammeter.

Figure 1

(i) Initially the variable resistor is set to its minimum resistance and S is open.
Describe and explain what is observed on the ammeter when S is closed.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) With S still closed, the resistance of the variable resistor is suddenly
increased.
Compare what is now observed on the ammeter with what was observed in
part (i).
Explain why this differs from what was observed in part (i).

Page 38 of 62
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) Figure 2 shows a 40-turn coil of cross-sectional area 3.6 × 10–3 m2 with its plane set
at right angles to a uniform magnetic field of flux density 0.42 T.

Figure 2

(i) Calculate the magnitude of the magnetic flux linkage for the coil.
State an appropriate unit for your answer.

flux linkage ____________________ unit ___________

(2)

(ii) The coil is rotated through 90° in a time of 0.50 s.

Determine the mean emf in the coil.

mean emf ____________________ V

(2)
(Total 9 marks)

Page 39 of 62
Q33.
The diagram below shows the main parts of a geophone.

The spike attaches the geophone firmly to the ground. At the instant an earthquake
occurs, the case and coil move upwards due to the Earth’s movement. The magnet
remains stationary due to its inertia. In 3.5 ms, the coil moves from a position where the
flux density is 9.0 mT to a position where the flux density is 23.0 mT.

(a) The geophone coil has 250 turns and an area of 12 cm2.

Calculate the average emf induced in the coil during the first 3.5 ms after the start of
the earthquake.

emf ____________________ V
(3)

(b) Explain how the initial emf induced in the coil of the geophone would be affected:

if the stiffness of the springs were to be increased

___________________________________________________________________

Page 40 of 62
 ___________________________________________________________________

if the number of turns on the coil were to be increased.

___________________________________________________________________

___________________________________________________________________
(2)

(c) (i) The geophone’s magnet has a mass of 8.0 × 10–3 kg and the spring stiffness of
the system is 2.6 N m–1.

Show that the natural period of oscillation of the mass−spring system is

approximately 0.35 s.

(2)

(ii) At the instant that the Earth stops moving after one earthquake, the emf in the
coil is at its maximum value of +8 V. The magnet continues to oscillate.

On the grid below, sketch a graph showing the variation of emf with time as
the magnet’s oscillation decays.
Show at least three oscillations.

Page 41 of 62
 (3)
(Total 10 marks)

Page 42 of 62
Mark schemes

Q1.
(a) The direction of the induced emf (when there is a change of flux linkage) is such that
it will (try) to oppose the change (of flux) that is producing it ✔ owtte
A reference to emf is needed rather than induced current as
this is dependent on a circuit. Ignore reference to current if
emf is given.
1

(b) (The reading shows a dc) current flow which then becomes zero (when the magnet
stops moving) ✔
The reading does not have to be steady. So reading
increasing or pulsing up before falling to zero is okay. There
should be no hint that the reading changes direction.
1

(c) (The induced current produces) a north pole on the right hand side of the coil ✔

which opposes the motion of the bar magnet

OR

and the two north poles repel each other

OR

to try to maintain the (small) magnetic field as the magnet approaches the coil
(without this the magnet would increase the magnetic field beside the coil) ✔
The polarity of the coil may be shown on the diagram.
The two marks are independent but the second mark does
not stand completely alone as it has to be said in context.
EG ‘Two North poles repel’ on its own will not gain a mark.
2

(d) (Use of ε = Blv as the straight leading edge of the coil is the only conductor that cuts
the magnetic flux lines. Also using v = s / t)

t = Bls/ε ✔

(There must be some evidence of use for the mark but the mark can come from
substituting numbers, eg t = 0.38 × 0.032 × 0.032 / 2.9 × 10–4)

t = 1.3(4) (s)✔

OR

(Using ε = (-)N ∆φ/∆t then ∆t = ∆(BA)/ε)

t = BA/ε ✔

(There must be some evidence of use for the mark but the mark can come from
substituting numbers, eg. t = 0.38 × .0322 / 2.9 × 10–4)

t = 1.3(4) (s) ✔

Page 43 of 62
 Useful numbers BA = 3.89 × 10–4
Although the first mark can come from substituting numbers
the equation mark may be lost if it is obvious that the
equation is not understood by the way substitutions are
made (this does not include a simple AE slip). This loss of a
mark is directed at the candidate who quotes several
equations and happens to hit on the correct equation but
fails to use it properly.
Failure to square the side length is a PE.
Answer only gains 2 marks.
2

(e) (using ε = BANω sin ωt which give a maximum value of εmax = BANω )

ω (= εmax /BAN) = 5.1 × 10–3 /(0.38 × (0.032)2. ✔

ω = 13(.1) (rad s–1) ✔

Candidates who cannot maximise/remove sin ωt gain no
marks.
{may see ω = 5.1 × 10–3 /3.9 × 10–4}.
2
[8]

Q2.
C
[1]

Q3.
C
[1]

Q4.
A
[1]

Q5.
(a) attempt to apply principle of moments either about pivot or (LH) end of ruler 1✔

mass = 127(.04) (g) 2✔

assumption is that ruler is uniform / mass evenly distributed OR

weight acts at the centre/mid-point/middle OR

centre of mass / gravity is at the centre/mid-point/middle 3✔

for 1✔ for evidence of moments taken expect clockwise and
anticlockwise moment;
for moment about pivot expect to see either 29 or 49; for use
of LH end of ruler expect 30 or 50

Page 44 of 62
 don’t insist on seeing masses in kg, distances in m or the
inclusion of 9.81 or g in the working; condone g seen on one
side only
rounding to 127 g earns 1✔ and 2✔
3

(b) force on wire is upwards OR ↑ 1✔

current is from P to Q OR rightwards OR (left) to (the) right OR → 2✔

states direction of force and direction of current (or 3✔= 0) and makes a suitably
justified deduction, eg

using left-hand rule OR LH rule

AND

B is into the page OR into plane of Figure 3 OR ⊗ 3✔

for 1✔ condone ‘motion is upwards’
for 2✔ ‘towards Q’ OR ‘positive to negative’ are not enough
allow logically correct (using LH rule) 3✔ for either
downwards force with correct current AND/OR upwards
force with wrong current
increased flux density below wire is acceptable alternative to
LH rule
3

(c) gradient calculated from ∆M divided by ∆I, condone read off errors of ± 1 division;
minimum I step ≥ 2.0 A 1✔

evidence of g = 9.81 or 9.8 correctly used in working for σ or B 2✔

|B| in range 1.76 × 10–2 to 1.87 × 10–2 or 1.8 × 10–2 (T) 3✔

for 1✔ expect (–)0.28 (g A–1); do not penalise for missing –
sign
for 2✔ look for σ = their gradient × 9.81 (× 10–3 N)

OR ; condone POT
errors
for 3✔CAO by correct method only; ignore – sign if provided;
no limit on maximum sf
3

(d)
Reduced No effect Increased
Force acting
1 ✔
on wire
Force acting
2 ✔
on prism
Gradient of
3 ✔
graph
Vertical
4 ✔
intercept

Page 45 of 62
 1✔ = 1 mark
2✔ = 1 mark

3✔ and 4✔= 1 mark

allow any distinguishing mark as long as only one per row

for ✔ and ✗ in same row ignore ✗
for ✔ and ✔ in same row give no mark
ignore any crossed-out response unless only distinguishing
mark on row
3

(e) any complete circuit connecting the power supply in Figure 6 to X and to Y that
produces currents in X and in Y that travel left to right 1✔

wiring correct so that X and Y are in series (see below) 2✔

allow parallel circuit for 1✔ but reject use of additional power

supply
if X and/or Y is/are short-circuited award no marks;
for impractical circuits eg voltmeter added in series, award
no marks
ignore any current arrows added to diagram
2

(f) strategy:

states that readings of M (as the dependent variable) will be measured for different
values of independent variable, I or d only 1✔

clearly identifies the correct control variable, d or I only;

condone = constant if I varied OR I2L OR IL = constant if d varied;

it must be clear how the value of the control variable is known 2✔

states that L will be measured or gives value eg L = 5.0 cm 3✔

use of g to convert M reading to F; evidence may be found in expression for k 4✔

for 1✔ condone F identified as the dependent variable or as
the balance reading;
reject ‘measure change in mass / change in F’
failure to make M or F the dependent variable cannot score

Page 46 of 62
 1 ✔ or 2✔
for 2✔if d is being varied and I = 5.0 A is stated, this can be
taken to mean I is the control variable and the value is
known
for 1✔ and for 3✔ insist that M and L are being read OR
measured OR recorded
for 4✔ ‘work out force’ is not enough; reject ‘acceleration’ for g
MAX 3

analysis:

suggests a plot with M or F [by itself or combined with another factor] on the vertical
axis and some valid manipulation of their independent variable on the horizontal axis
5✔

identifies correctly how k can be found using the gradient of their graph; k must be
the subject of the expression given 6✔ OR

if suggesting a plot with log M or log F on the vertical axis etc identifying correctly
how k can be found from the graph intercept 6✔

OR

suggesting a plot with M or F on the vertical axis etc and identifying correctly how k
is found using the area under the line 56 ✔ = 1 MAX
the intention to plot M against I2 is taken to mean that M is
the dependent variable and is plotted on the vertical axis
examples: plot M against I2 will earn 5✔

and then will earn 6✔

or plot F against will earn 5✔ and then

will earn 6✔ (note that when F is the dependent

variable g will not appear in the expression for k)
2
[19]

Q6.
(a) Vertically up (third row of table) ✔
1

(b) (Using Flemings LHR) the configuration of the letters is S N

✔
Answer must be near / on the dashed lines.
1

(c) The tesla is the (strength) of the magnetic field / flux density
that produces a force of 1 newton in a wire of length 1m with
1 ampere (flowing perpendicular to the field). ✔
(owtte but must contain 1N, 1A and 1m)
For mark a reference to 1N, 1A and 1m must be seen.

Page 47 of 62
 However the word ‘unit’ is equivalent to ‘1’.
E.g. unit force = 1N.
Do not allow definitions based on F = Bqv.
1

(d) Use of (B = F / I l) = m g / I l ✔ (mark may come from

substitution as in next line)
Treat power of 10 error as an AE so lose one mark only.

B = 0.620 × 10–3 × 9.81 / (3.43 × 0.0500) = 0.035 or 0.036 (T)

✔
Lack of use of ‘g’ is a PE and scores zero.
2
[5]

Q7.
(a) It is not possible as the force (due to the magnetic field) is
perpendicular to the motion / direction of travel / velocity ✔ (it
can only change the charged particle’s direction or
alternatively no work is done on the proton)
Or
No component of force in the direction of motion.
The main part being examined is the reference to the force
being perpendicular to the motion.
1

(b) B Q v = m v2 / r ✔
tsemi-circle (= distance / speed ) = π r / v
Or use of tcircle (= distance / speed ) = 2 π r / v ✔(this mark can
only be awarded if it follows an attempt to answer the first
mark)
combining gives
(tcircle = 2π m / B Q so)
tsemi-circle = π m / B Q
(which does not contain r / is independent of r) ✔
Accept ‘e’ if used instead of ‘Q’
Alternatives can be given for the first two marks.
1st needs a centripetal force term.
2nd is a circular motion expression to enable r to be
removed.
3

(c) (rearranging first equation in (b) or from data booklet v = B Q

r/m)
v = 0.44 × 1.6 × 10–19 × 0.55 / 1.67 × 10–27 ✔
v = 2.3 × 107 (m s–1) ✔
Correct answer scores both marks.
2
[6]

Q8.
C

Page 48 of 62
 [1]

Q9.
(a) Ionisation is when an atom / molecule loses (or gains) one (or more) electrons ✔
1

(b) Potential energy of ion is transferred to kinetic energy of ion✔

Power supply transfers energy to the ion✔

Decrease in energy stored in supply = increase in (kinetic) energy stored by the

ion✔
3

(c) electric force is constant✔

magnetic force increases with speed✔

(magnetic force dominates) direction of force predicted by any consistent named

force rule✔
3

(d) Path curves upwards between the plates✔

1

(e) The magnetic force is the same (Bqv) ✔

So r increases / less curvature✔

OR

Bqv = so r = ✔

v, B, q constant so r ∝ m and r increases✔

2

(f) Same path in velocity separator ✔

since Bqv=Eq so v independent of q ✔

In mass selector radius is decreased ✔

since r = so r ∝ ✔
Both correct with one correct justification would get 3 marks
MAX 3
[13]

Q10.
(a) the core focuses / directs the magnetic field round to the secondary ✔
Ensures more of the flux from the primary coil links with the
secondary coil
1

Page 49 of 62
 (b) made from soft iron to allow easy magnetization and demagnetization / reduce
hysteresis loss ✔

laminated (structure) to reduce eddy currents ✔

made from high resistivity metal to reduce eddy currents ✔

Do not allow “reduce energy loss” as this is implicit in
question.
MAX 2

(c) To produce a continually changing (magnetic) flux in the core✔

1

(d) NP = NSVP / VS = 300 × 230 / 20 = 3500 (3450) turns ✔

1

(e) efficiency = power out / power in = 65 / (230 × 0.30) ✔

= 0.94 ✔ or 94%
2
[7]

Q11.

B
[1]

Q12.

D
[1]

Q13.

A
[1]

Q14.
(a) period determined from at least 4 cycles, in range 3.8(0) to 5.0(0) × 10−4 s ✔

✔
accept 2 sf period, 2.3 × 10 Hz
3

(b) peak to peak voltage = 6.8 divisions seen ✔

rms voltage = 24 mV ✔
accept 24.0 or 24.1 mV
2

(c) flux linked with the search coil depends on the area of coil presented 1✔

Page 50 of 62
 area is proportional to d cosθ2✔

[flux linked with the search coil depends on component of B perpendicular to the
plane of the coil1 ✔
component is prop B cosθ , or suitable sketch]2 ✔
for 1✔ accept Nφ = BA
for 2✔ accept evidence in sketch, e.g.

(d) six correctly calculated values of cosθ ; accept all to 3 sf or all to 4 sf 1✔

axes labelled, correct separator and unit with l, suitable scales 2✔

plots correct to half a square (check at least one) 3✔

ruled straight line extrapolated to meet either or both axes 4✔

[for false plot allow 2✔ and 4✔ = 2 MAX]

θl° l/cm cosθ

10 6.7 0.985
34 5.6 0.829
50 4.4 0.643
60 3.4 0.500
72 2.1 0.309
81 1.1 0.156
4

(e) direct proportionality is confirmed since graph is a straight line with zero [negligible]
intercept✔

[allow ecf for false plot]

must refer to intercept
1

(f) idea of repositioning trace 1✔

(to reposition the trace) so that an end of the line is aligned with [close to] a
(horizontal) graduation 2✔

(to reposition the trace) so that the line is aligned with the central (vertical)
graduation on the screen 3✔

Page 51 of 62
 associates y-shift and x-shift correctly with trace change 4✔
accept clear marks on Fig 7 for all except 4th point
allow alignment with graduation (can be major or minor) of
either end of the line for2✔
4

(g) adjust y-voltage gain to a less sensitive [precise] setting [20 mV cm−1] ✔

since l is increased beyond the range of the screen [vertical length of trace is too
great] ✔

because induced emf is proportional to rate of change of flux linkage [or quotes
Faraday’s Law] ✔

and rate of change of flux linkage is doubled [same flux change in half the time] ✔
accept ‘reduce Y gain’ but reject ‘use lower Y gain setting’
no credit for suggestions that time-base setting should be
changed
answer without quantitative detail 2 MAX
3 MAX

(h) evidence of suitable test employed to test whether curve shows exponential
decrease, e.g. valid measurement of half life over more than one region 1✔

states that trend is not exponential 2✔

cannot earn 2✔ without valid 1✔
2
[20]

Q20.
A
[1]

Q21.
D
[1]

Q22.
C
[1]

Q23.
B
[1]

Q24.
D
[1]

Page 52 of 62
Q25.
(a) (Faraday’s law)
(induced) emf ∞ rate of change of flux (linkage) ✔
(Lenz’s law)
direction of induced emf (or current) ✔
is such as to oppose the change (in flux) producing it ✔
In either order.
Allow “(induced) emf = rate of change of flux linkage”.
Ignore incorrect reference to names of laws.
3

(b) (i) current in coil produces magnetic field or flux

(that passes through disc) ✔
rotating disc cuts flux inducing / producing emf or current (in disc) ✔
induced (eddy) currents (in disc) interact with magnetic field ✔
force on (eddy) currents slows (or opposes) rotation (of disc) ✔
Alternative for last two points:
(eddy) currents in disc cause heating of disc ✔
energy for heating comes from ke of disc or vehicle (which is
slowed) ✔
max 3

(ii) Advantage: any one ✔

• no material (eg pads or discs or drums) to wear out
• no pads needing replacement
• no additional (or fewer) moving parts

Disadvantage: any one ✔

• ineffective at low speed or when stationary
• dependent on vehicle’s electrical system remaining in working order
• requires an electrical circuit (or source of electrical energy) to operate
whereas pads do not
Answers must refer to advantages and disadvantages of the
electromagnetic brake.
Only accept points from these lists.
2
[8]

Q26.
(a) (i) graph showing two pulses one at start and the other at the end with no emf
between the pulses

Positive and negative pulses shown

Similar shaped ‘curved’ pulses : negative between 0

and 0.22 ± 0.02 s and positive pulse 0.58 ± 0.02 and
0.8
3

(ii) emf induced when the flux is changing or induced emf depends on the rate of
change of flux

emf induced when flux changes between 0 and 0.2(2)

s and / or between 0.6(0.58)s and 0.8 s

Page 53 of 62
 OR
no change in flux between 0.2 and 0.6 so no induced
emf

Induced emf / current produces a field to oppose the

change producing it.

Flux linking bracelet increases as the bracelet enters

the field produced by C and decreases as it leaves so
opposite emfs
4

(b) (Takes 0.21 s or 0.22 s for flux to change from 0 to maximum so)
diameter = 0.28 × 0.21 = 0.059 (0.588) (m)
or 0.28 × 0.22 = 0.062 (0.616) (m)
must be to at least 2sf
1

(c) Area of bracelet = 3.14 × 0.0312

B = 1120 × 10-6 / (3.14 × 0.0312) = 0.38 (T)

B = 0.40 T if 3 cm used for radius
Condone incorrect power of 10
Allow answers in range 0.38T to 0.41 T (depends on value
used for r)
2

(d) Use of steepest gradient of graph or tangent drawn on Figure 2

Correct data from tangent or points on the steepest part of
the graph
10 to 11 mV
3
[13]

Q27.
A
[1]

Q28.
B
[1]

Q29.
A
[1]

Q30.
C
[1]

Q31.

Page 54 of 62
 B
[1]

Q32.
(a) (i) meter deflects then returns to zero ✓
current produces (magnetic) field / flux ✓
change in field / flux through Q induces emf ✓
induced emf causes current in Q (and meter) ✓
Deflection to right (condone left) then zero is equivalent to
1st mark.
Accept momentary deflection for 1st point.
“Change in field / flux induces current in Q” is just ✓ from the
last two marking points.
max 3

(ii) meter deflects in opposite direction (or to left, or ecf) ✓

field / flux through P is reduced ✓
induces emf / current in opposite direction ✓
Ignore references to magnitude of deflection.
max 2

(b) (i) flux linkage (= nΦ = nBA) = 40 × 0.42 × 3.6 × 10 −3

= 6.0(5) × 10−2 ✓
Unit mark is independent.
Allow 6 × 10−2.

Wb turns ✓
Accept 60 mWb turns if this unit is made clear.
Unit: allow Wb.
2

(ii) change in flux linkage = Δ(nΦ)= 6.05 × 10−2 (Wb turns) ✓

induced emf = = 0.12(1) (V) ✓

Essential to appreciate that 6.05 × 10−2 is change in flux

linkage for 1st mark. Otherwise mark to max 1.
2
[9]

Q33.
(a) emf = Δ(BAN) / t
Change in flux = A × ΔB or 12 × (23 − 9) seen

C1

Substitution ignoring powers of 10

C1

1.2 V

Page 55 of 62
 A1
3

(b) Reduced

M0

Magnet will move (with the case)

A1

Increased

M0

Flux linkage increases or emf is proportional to N

A1
2

(c) (i) Formula used

seen

B1

0.348 / 0.349 seen to at least 3 sf

B1
2

(ii) Period consistent at 0.35 s or Vo = 8 V

B1

Shape shows decreasing amplitude

M1

At least 3 cycles starting at 8 V

A1
3
[10]

Page 56 of 62
Examiner reports

Q1.
(a) Although a few students quoted Faraday’s law of electromagnetic induction or some
other rule, a majority gave the impression that they knew about Lenz’s law.
However, many failed to gain marks due to missing necessary details. The most
common was to confuse the word ‘opposite’ with ‘oppose’. A huge number of
students wrote that the direction of the emf was opposite to the force, motion or flux
change. Also, many students left out a reference to the emf and went straight for
“the induced magnetic field opposes the change in flux”. It was evident that very
weak students did not think about the situation given, but instead tried to remember
some law by heart. The sentences written by these students often did not make any
sense. Only 21.4% of students gained a mark.

(b) A majority of students (53.9%) gave clear correct answers. Students failed to gain a
mark mainly by not being clear about what happens when the magnet stops. To be
awarded a mark, it needed to be explicitly stated that the reading falls to zero.
Stating that “the dial stops” does not make it clear whether the reading retains its
value or falls to zero.

(c) Less than a third of students were aware that it was a repulsion between magnetic
fields that provided the opposition to movement. These students generally scored
both marks and gave a good explanation. Many other students made statements
like “the current is pointing in a direction opposite to the magnets movement, so this
shows Lenz’s law”. They gave an answer in this form to match up with their
previously wrong quote of Lenz’s law. It appeared as if a majority of students did not
appreciate that the opposition to the flux change manifests itself in a physical force
that needs to be worked against.

(d) This question was tackled well by two-thirds of students, with the majority choosing
to equate the rate of change of flux linkage to the emf. A simple, but common, error
was to calculate the area wrongly. The side length was often seen doubled rather
than squared.

(e) Students found this more difficult than the previous question (42.8% completely
correct). A minority did know the emf equation to use but they could not obtain a
maximum value. They failed to replace the trigonometric factor with 1.

Q2.
34.8% correct

Q3.
41.9% correct

Q4.
57.5% correct

Q5.
This question addressed some of the ideas behind required practical activity 10.

Page 57 of 62
(a) Much of the working seen convinced examiners that the students had taken
moments about the pivot, although some used 30.0 rather than 29.0 in the
calculation. A few forfeited a mark by rounding their result to two significant figures.
Weaker students attempted a solution based on proportions of the balance reading
shown in Figure 2, while others simply copied the balance reading on to the answer
line. While some stated the assumption they made was that the ruler was in
equilibrium, examiners were looking for a statement implying that the ruler was
uniform or that the centre of mass was at the 50 cm mark. Significant numbers of
students gave a creditworthy assumption although those that stated “the ruler has
uniform density” or “the mass is in the middle” were unsuccessful. Just over two-
thirds of students scored at least one mark.

(b) The key failing of some students here was (surprisingly) that they seemed to think
that the current direction was self-evident and not worthy of comment, even if they
had correctly deduced the direction of the force (despite some tying themselves in
knots with Newton’s third law). Some students relied on the examiners spotting
relevant annotation made to Figure 3. Statements that the current was ‘from positive
to negative’ or ‘clockwise’ were not accepted. Unless the directions of the force and
the current were both stated, no credit was given for stating the direction of the field.
Logically correct deductions, based on incorrect force and/or current directions,
could score as long as the left-hand rule was mentioned in support. For these
reasons, approximately a third of the students scored one of the three marks and
nearly another third scored zero. Thankfully, 17.1% gave a detailed, fully-justified
and correct response earning full credit.

(c) Most students recognised that they should find the gradient of the graph in Figure 4
to score the first mark, although a minority predictably failed to spot at least one of
the false origins. Some mistakenly thought they should use the information in
Figures 2 and 3, and others thought σ was the value of M when the current was 1 A.
Correct use of 9.81 earned the second mark for many. While few students failed to
correctly insert 5 cm into their calculation for B, most struggled with the various
power of ten issues. This discriminated strongly in favour of the better students who
could expect to score at least two marks.

(d) The first row of Table 1 attracted the most correct responses and thereafter things
got patchier. Examiners needed to see correct responses in both row 3 and row 4 to
earn the third marking point; this proved beyond all but the most able, with only
11.4% obtaining full credit.

(e) The need here to get the currents in X and Y travelling from left to right was met in
most, but by no means all, solutions by drawing a parallel circuit. However, to
guarantee that the currents had the same magnitude, X and Y needed to be in
series. This involved a figure-of-eight arrangement; the subtlety of this was lost on
all but 7.9% of the students. The majority of diagrams were drawn freehand and
were often untidy so that, in some cases, gaps were left and no credit could be
earned. The addition of superfluous detail such as a voltmeter sometimes led to
unworkable circuits. A surprising proportion of students (11.5%) did not attempt this
question.

(f) This was for many the most successful part of the paper, so much so that most
students ran out of space in their enthusiasm to set out their solution. There were
four marks available for outlining a suitable strategy and students could earn any
three of these for maximum credit. In common with the approach on paper 7407/2,
examiners insisted on seeing that the dependent variable, correctly identified as m
or F, was ‘read’, ‘measured’ or ‘recorded’. These are the terms examiners expect
students to use if similar questions are posed in future papers. Students were split
on whether the perpendicular distance d or the current I would be the independent

Page 58 of 62
 variable, but were nearly universal in their conviction that the balance reading would
be the dependent variable. Despite being told that the pan of the balance moves a
negligible amount during use, a few students decided that in varying I they could
make d the dependent variable. Some students penalised themselves by
overlooking the need to measure the length L of wire X. Others failed to clearly
identify the remaining control variable and to state that this too should be measured.
A few students thought the balance read the vertical force F directly, but many
correctly saw the need to introduce g. The analyses given were impressive and
varied; most could explain a relevant graph with m or F involved somewhere on the
vertical axis. Examiners took statements such as “plot F against I 2” to mean that F
was the dependent variable and would be plotted on the vertical axis, otherwise the
use of the gradient to find k could not be verified. Most students gave an expression
to show how their gradient could be manipulated to obtain k; examiners expected k
to be the subject of this expression. There was strong representation at each mark
for this question, from zero to five; 16% of students obtained full credit for their
answer.

Q6.
(a) Many students failed to use the concept of Newton III and incorrectly chose the
fourth alternative.

(b) More students got this incorrect than got it correct. So again it appeared that errors
came in the practical use of Newton’s third law. Some students wrote some side
notes referring to Fleming’s left hand rule and they still made errors.

(c) This was the lowest scoring question on the paper. Most students interpreted the
question as, ‘What is a tesla equal to?’ Most answers seen were based on formulae
that happen to contain B, the magnetic field strength. So an answer such as, ‘The
tesla is the force per unit current per unit length’, was one of the better attempts, but
even here the tesla is being described in the wrong units. The least able students
did not even get this far and simply gave vague answers such as, “it’s used for
magnetic fields”.

(d) A majority of students tackled this question with little trouble. The most common
error was in failing to convert the mass from g to kg.

Q7.
(a) Most students did not pick-up on the idea that the force is perpendicular to the
motion. These students often searched for something to explain the situation, by
writing something like, “the magnetic field is static or uniform so it can’t affect the
speed”. A few students did know the answer had to do with directions, but only said
the magnetic field was perpendicular to the motion, which misses the point.

(b) More than half the students could present the starting equation relating the force
due to the magnetic field, to the centripetal force. Many continued to successfully
find an expression for the period of motion. However, only some of these referred
back to the question to give the time to travel round one semi-circle. Many of the
other students got into difficulties if their initial expression for the centripetal force did
not involve velocity. From this point on, they often took numerous false trails and the
work presented looked very disorganised. Another route taken by some was to
reduce their first equation to R = mv / BQ and simply say that this radius does not
involve time and is constant. This not only re-writes the question, but misses the
point that v is different on each transit.

(c) This calculation was done well by the majority of students. There were also very few

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 errors shown in the numerical calculations. The weaker scripts either showed
students producing the wrong equation, or not rearranging the equation correctly.

Q20.
This question, concerning the magnitude and direction of the force acting on a current-
carrying wire in a uniform magnetic field, was the easiest question (facility 88%). Evidently
the application of F = B I l together with Fleming’s left hand rule caused few problems.

Q21.
This question required students to decide through what angle (in rad), and in which
direction, a coil should be rotated in order to achieve maximum and minimum values of
flux linkage. 66% of them were successful. Distractor A, which was almost the exact
opposite of the correct answer, was the most popular incorrect response.

Q22.
A straightforward calculation of the emf induced in a moving straight conductor (using ε =
B l v) was all that was needed. 68% of the students did this correctly. One in five of them
selected distractor B, which could follow from an incorrect formula or substitution (ε = B v/
l).

Q23.
This question tested students’ knowledge of the flux linkages and currents in the primary
and secondary windings of a step-up transformer. The same question had been used in
an earlier examination. The facility this time was 54%, up from 46% when used previously.

Q24.
This question, with a facility of 86%, was one of the easiest questions in this test. Students
readily appreciated that the real reason that power lines are operated at high voltage is
that this reduces the current, hence lowering joule heating losses from the cables.

Q25.
Examiners were looking for precise statements of Faraday’s and Lenz’s laws, in the most
general forms, in part (a). In Faraday’s law, for instance, the induced emf is proportional to
the rate of change of flux, but is equal to the rate of change of flux linkage. In statements
of Lenz’s law it was necessary to refer to the direction of the induced emf (or current), and
to the change producing it, for full credit.

In some cases the operation of the electromagnetic brake in part (b)(i) was well
understood, but in most cases it was not. Common errors were to consider the metal disc
as a permanent magnet that would induce a current in the coil, or to suggest that the pole
pieces would clamp onto the disc in the manner of brake pads, or to consider the current
in the coil as an alternating one. Many answers just gained the first mark by
understanding that the current in the coil would create a magnetic field across the disc.
Recognition of the flux cutting by the rotating disc that would give an emf and current in
the disc was much rarer, or less explicit. The exact cause of the force on the disc – the
force on the disc’s induced currents in the field of the electromagnet – was seldom
identified. Attempts to apply Lenz’s law were usually much too vague to deserve credit.
The retardation of the disc can also be explained by an argument based on energy: the
currents in the disc cause heating, dissipating the kinetic energy of the disc and vehicle,
but this approach only appeared in the most exceptional examples.

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 In part (b)(ii) the clear principal advantage of an electromagnetic brake over the
conventional friction brake is that it does not contain parts such as disc pads that wear
out, needing replacement. Most students were able to make reference to this, however
obscurely. Its clear disadvantage, that the electromagnetic brake becomes less effective
as the speed drops, was hardly mentioned at all, but many were able to spot that it relies
on an electrical circuit that is functioning.

Q26.
(a) (i) A difficult question for most students who did not realise the emf pulses occur
as the bracelet enters and leaves the magnetic flux of the coil.

(ii) Since most of the graphs for (a)(i) were incorrect it was difficult or impossible
to explain the shape correctly. However, marks were awarded for correct
statements of the Faraday and Lenz laws.

(b) Few students knew how to tackle this one marker. Many incorrect times were
chosen.

(c) Some did not read the graph scale correctly, others used area = πd2 and there were
many power of 10 errors. A final answer of 0.4 T (1 sf) was penalised.

(d) The vast majority of answers incorrectly used the average emf for the first 0.22 s,
instead of using the gradient of the steepest part of the graph to find the maximum
emf.

Q27.
In this question the students needed to know that reversing the current in a wire placed in
a magnetic field would reverse the direction of the force on it, and that doubling the
current would double the force. 60% of the responses were correct, up from 41% the last
time this question appeared in an examination. The most common incorrect answer was
distractor D (22%), where the force would be doubled but not reversed.

Q28.
This question gave the most surprising outcome because, although its facility of 54% was
satisfactory, it was a very poor discriminator between the strongest and weakest students.
The physics of the question is clear enough: the couple on the coil is proportional to its
cross-sectional area. The puzzling outcome may have arisen because 39% of the
answers were for distractor A. The ratios of the areas are actually 0.20, 0.25, 0.15 and
0.16 respectively, so why so many students selected 0.20 remains a mystery. Maybe they
were put off by the greater length of the long side of the rectangle.

Q29.
This question required students to understand the trajectory of an electron moving in
electric and / or magnetic fields. 73% gave a correct response.

Q30.
Calculation of the force acting on electrons moving in magnetic fields in relation to their
kinetic energies was the basis of this question. Because the kinetic energy of X is half that
of Y, it follows that vx = vy / and that the ratio of the forces is 1 / . The facility of this
question was 54%; 18% of the students gave distractor A and 23% gave B.

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Q31.
This question was a transformer calculation that caused few problems. Its facility was 78%
and it discriminated very well.

Q32.
The topic of electromagnetic induction continues to challenge the understanding of A level
students, as well as their ability to describe a sequence of processes systematically. Part
(a) was set in the context of two coils linked by an iron bar, where the first coil acts as an
electromagnet and the second is subject to magnetic flux changes produced by current
changes in the electromagnet. Relatively few students stated in part (i) that the centre-
zero meter would deflect and then return to zero when the current in coil P was switched
on. There were frequent references to current flowing through the iron bar from P to Q and
also to “ac batteries” and alternating currents. Only the best students described the
processes sequentially and coherently: current in P produces magnetic flux, change in flux
induces emf in Q, emf causes current in Q and meter, current falls to zero when flux
becomes steady.

In part (a)(ii) more answers attempted to address the magnitude of the induced current
than its direction. The effect on the magnitude could not in fact be determined, because
there is no indication in the question of how rapidly the slider of the resistance is moved.
What could be deduced is that a reduction in the electromagnet’s current would reduce
the flux linkage and that this change would induce an emf in the opposite direction. This
would cause a momentary deflection of the ammeter in the opposite direction to that in
part (i).

Most students found the calculation of flux linkage in part (b)(i) to be routine. Both marks
were usually awarded. The unit of flux linkage caused problems for some. The accepted
unit for flux linkage is Wb turns. Some text books omit “turns” (which anyway is a
dimensionless quantity) and quote flux linkage values in Wb. Either Wb turns or Wb were
therefore considered to be acceptable; derived units such as T m2 were not. Calculation of
the emf induced when the coil was rotated by 90° was required in part (b)(ii). This tempted
many students to attempt their solution by using the equation in the data booklet for a
uniformly rotating coil, ε = BANω sinωt, which does not apply in this case. Correct
solutions should have started from ε = Δ(NΦ) / Δt, and it should therefore have been clear
that the induced emf is derived from the change in flux linkage rather than just one value
of flux linkage. Almost inevitably, a few students confused flux with flux linkage.

Q33.
(a) Many candidates omitted the area in the formula, and there was some confusion
over powers of 10.

(b) Very few candidates were able to give a satisfactory reason for the reduced emf
when the spring stiffness increased. Of those who mentioned the magnet, most
stated that it would move less, seemingly unaware that previously it did not move at
all.

(c) (i) Well done by most.

(ii) Apart from some poor scripts where no scale was attempted, most answers
gained at least 2 marks. The commonest errors were to start the graph at 0
instead of 8V and to draw fewer than 3 cycles.

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