Permanent and induced magnetism, magnetic forces and fields study guide

Permanent and induced magnetism, magnetic forces and fields

Permanent and induced magnetism, magnetic forces and fields study guide for AQA GCSE Physics 8463 Unit 4.7 Magnetism and Electromagnetism.

Core method: identify the device or field pattern, state the direction or equation where required, then connect the result to a physical consequence.

Focus 1: In Poles of a magnet, students revise how to describe an induced magnet as a material that becomes a magnet when placed in a magnetic field. Key terms include magnet, induced magnet, and magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 2: In Poles of a magnet, students revise how to describe attraction and repulsion between magnetic poles as non-contact forces. Key terms include magnet, magnetic pole, attraction, and repulsion. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 3: In Poles of a magnet, students revise how to describe how two magnets exert forces on each other when brought close together. Key terms include magnet. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 4: In Poles of a magnet, students revise how to describe the attraction and repulsion between unlike and like poles for permanent magnets. Key terms include magnet, attraction, repulsion, and permanent magnet. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 5: In Poles of a magnet, students revise how to describe the difference between permanent and induced magnets. Key terms include magnet and induced magnet. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 6: In Poles of a magnet, students revise how to state that a permanent magnet produces its own magnetic field. Key terms include magnet, permanent magnet, and magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 7: In Poles of a magnet, students revise how to state that an induced magnet loses most or all of its magnetism quickly when removed from the magnetic field. Key terms include magnet, induced magnet, and magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 8: In Poles of a magnet, students revise how to state that induced magnetism always causes a force of attraction. Key terms include magnet, attraction, and induced magnet. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 9: In Poles of a magnet, students revise how to state that the poles of a magnet are the places where magnetic forces are strongest. Key terms include magnet. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 10: In Poles of a magnet, students revise how to state that two like magnetic poles repel each other. Key terms include magnet and magnetic pole. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 11: In Poles of a magnet, students revise how to state that two unlike magnetic poles attract each other. Key terms include magnet and magnetic pole. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 12: In Magnetic fields, students revise how to apply WS 2.2 when using diagrams to represent magnetic field patterns. Key terms include magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 13: In Magnetic fields, students revise how to define a magnetic field as the region around a magnet where a force acts on another magnet or on a magnetic material. Key terms include magnetic field and magnetic material. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 14: In Magnetic fields, students revise how to describe a magnetic compass as containing a small bar magnet. Key terms include compass. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 15: In Magnetic fields, students revise how to describe how a compass needle points in the direction of the Earth's magnetic field. Key terms include magnetic field, compass, and Earth's magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 16: In Magnetic fields, students revise how to describe how magnetic field strength depends on distance from the magnet. Key terms include magnetic field and field strength. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 17: In Magnetic fields, students revise how to describe how to plot the magnetic field pattern of a magnet using a compass. Key terms include magnetic field and compass. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 18: In Magnetic fields, students revise how to describe the direction of a magnetic field as the direction of the force on a north pole placed at that point. Key terms include magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 19: In Magnetic fields, students revise how to draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another. Key terms include magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 20: In Magnetic fields, students revise how to explain how the behaviour of a magnetic compass is evidence that the core of the Earth must be magnetic. Key terms include compass. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 21: In Magnetic fields, students revise how to identify iron, steel, cobalt and nickel as magnetic materials named in the specification. Key terms include magnetic material, iron, steel, and cobalt. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 22: In Magnetic fields, students revise how to state that a magnetic field is strongest at the poles of a magnet. Key terms include magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 23: In Magnetic fields, students revise how to state that magnetic field lines go from the north-seeking pole to the south-seeking pole of a magnet. Key terms include south-seeking pole, magnetic field, field line, and north-seeking pole. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 24: In Magnetic fields, students revise how to state that the Earth has a magnetic field. Key terms include magnetic field. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Focus 25: In Magnetic fields, students revise how to state that the force between a magnet and a magnetic material is always attraction. Key terms include magnetic material. A strong answer names the magnetic field, force, current, coil or transformer quantity involved, describes the physical sequence, and keeps concept boundaries explicit.

Exam technique: for transformer calculations, write Vp / Vs = Np / Ns or Vp x Ip = Vs x Is, substitute values with units, rearrange carefully, and state whether the result refers to the primary or secondary coil. For motor and generator questions, distinguish supplied current from induced current and distinguish AC from DC.