Topic study hub
Permanent and induced magnetism, magnetic forces and fields
For this Physics boundary, Permanent and induced magnetism, magnetic forces and fields sits inside 4.7 Magnetism and electromagnetism and should be revised as a connected set of physical ideas, not as isolated definitions. Context: the topic brings together Poles of a magnet, Magnetic fields and asks students to move between description, calculation, graph interpretation and explanation where appropriate. Key Concept: identify the quantity, model or interaction first, then state how evidence or a mathematical relationship supports it. Worked Example: for a typical exam item, name the relevant principle, use the given data or diagram, and finish with a sentence that interprets the physical consequence. Exam Focus: keep command words visible; describe asks for features, explain asks for a causal link, calculate requires equation, substitution and unit, and evaluate needs evidence. Common Mistake: avoid using a nearby concept as a substitute, such as confusing field with force, current with potential difference, speed with acceleration, or red-shift evidence with the Big Bang model itself.
25
Objectives
10
Flashcards
10
Questions
90 min
Study time
Choose a revision tool
Start revising Permanent and induced magnetism, magnetic forces and fields
Syllabus checklist
What you need to know
25 objective pages available
Poles of a magnet11 objectives
- State that the poles of a magnet are the places where magnetic forces are strongest.
- Describe how two magnets exert forces on each other when brought close together.
- State that two like magnetic poles repel each other.
- State that two unlike magnetic poles attract each other.
- Describe attraction and repulsion between magnetic poles as non-contact forces.
- State that a permanent magnet produces its own magnetic field.
- Describe an induced magnet as a material that becomes a magnet when placed in a magnetic field.
- State that induced magnetism always causes a force of attraction.
- State that an induced magnet loses most or all of its magnetism quickly when removed from the magnetic field.
- Describe the attraction and repulsion between unlike and like poles for permanent magnets.
- Describe the difference between permanent and induced magnets.
Magnetic fields14 objectives
- Define a magnetic field as the region around a magnet where a force acts on another magnet or on a magnetic material.
- Identify iron, steel, cobalt and nickel as magnetic materials named in the specification.
- State that the force between a magnet and a magnetic material is always attraction.
- Describe how magnetic field strength depends on distance from the magnet.
- State that a magnetic field is strongest at the poles of a magnet.
- Describe the direction of a magnetic field as the direction of the force on a north pole placed at that point.
- State that magnetic field lines go from the north-seeking pole to the south-seeking pole of a magnet.
- Describe a magnetic compass as containing a small bar magnet.
- State that the Earth has a magnetic field.
- Describe how a compass needle points in the direction of the Earth's magnetic field.
- Describe how to plot the magnetic field pattern of a magnet using a compass.
- Draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.
- Explain how the behaviour of a magnetic compass is evidence that the core of the Earth must be magnetic.
- Apply WS 2.2 when using diagrams to represent magnetic field patterns.
Key terms
Exam tips
- generator-effect induction exam tip for Poles of a magnet: Use generator-effect induction explicitly, then link it to a bar magnet and plotting compass practical and state how it avoids confusing permanent and induced magnets.
- generator-effect induction exam tip for Poles of a magnet: Use generator-effect induction explicitly, then link it to a steel core electromagnet demonstration and state how it avoids confusing permanent and induced magnets.
Common mistakes
- generator-effect induction: avoid permanent and induced magnets: Instead, identify the exact Unit 4.7 idea in Poles of a magnet, then explain how it links to a bar magnet and plotting compass practical and the objective to state that the poles of a magnet are the places where magnetic forces are strongest.
- generator-effect induction: avoid permanent and induced magnets: Instead, identify the exact Unit 4.7 idea in Poles of a magnet, then explain how it links to a steel core electromagnet demonstration and the objective to describe how two magnets exert forces on each other when brought close together.
Practice preview
- Select the statement that would earn credit in an AQA GCSE Physics answer. Context: bench-top compass mapping direction. Learning objective: State that the poles of a magnet are the places where magnetic forces are strongest.. Which answer is most accurate for Poles of a magnet? Distinct revision anchor: fluxcue101a coilcue101b fieldcue101c polecue101d gridcue101e motorcue101f generatorcue101g transformercue101h compasscue101i currentcue101j voltagecue101k forcecue101l.
- Which explanation best links the observation to the physics? Context: scrapyard lifting magnet direction. Learning objective: State that the poles of a magnet are the places where magnetic forces are strongest.. Which answer is most accurate for Poles of a magnet? Distinct revision anchor: fluxcue102a coilcue102b fieldcue102c polecue102d gridcue102e motorcue102f generatorcue102g transformercue102h compasscue102i currentcue102j voltagecue102k forcecue102l.
- Which conclusion keeps the magnetism concept boundary clear? Context: school bell electromagnet direction. Learning objective: State that the poles of a magnet are the places where magnetic forces are strongest.. Which answer is most accurate for Poles of a magnet? Distinct revision anchor: fluxcue103a coilcue103b fieldcue103c polecue103d gridcue103e motorcue103f generatorcue103g transformercue103h compasscue103i currentcue103j voltagecue103k forcecue103l.
Continue by objective
Objectives are grouped by subtopic so students can jump straight to the exact skill they want to revise.
Related topics