Which conclusion keeps the magnetism concept boundary clear? Context: classroom plotting compass cause. Learning objective: Describe attraction and repulsion between magnetic poles as non-contact forces.. Which answer is most accurate for Poles of a magnet? Distinct revision anchor: fluxcue133a coilcue133b fieldcue133c polecue133d gridcue133e motorcue133f generatorcue133g transformercue133h compasscue133i currentcue133j voltagecue133k forcecue133l.

Poles of a magnet: classroom plotting compass cause shows Describe attraction and repulsion between magnetic poles as non-contact forces. because magnetic effects depend on field direction, current or changing magnetic flux.

Poles of a magnet: classroom plotting compass cause shows Describe attraction and repulsion between magnetic poles as non-contact forces. because magnetic effects depend on field direction, current or changing magnetic flux. It is correct because it anchors the response to Poles of a magnet, uses the relevant magnetic field, coil, current or induction evidence, and avoids mixing motor, generator and transformer ideas. The classroom plotting compass cause detail makes the option distinct from nearby objectives while still testing the same AQA GCSE Physics learning objective. V10 boundary check fluxcue133a coilcue133b fieldcue133c polecue133d gridcue133e motorcue133f generatorcue133g transformercue133h compasscue133i currentcue133j voltagecue133k forcecue133l: in the motor effect, the force is perpendicular to the current and magnetic field; in a generator, relative motion or a changing magnetic field induces a potential difference or induced current; outside a magnet, magnetic field lines go from north to south; AC alternating current changes direction, while DC direct current flows in one direction and needs a commutator in a DC generator context.