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Electromagnetic induction and generatorsIB MYP Physics: Revision notes

Section 1

Electromagnetic induction

Electromagnetic induction is the production of a voltage, called an induced e.m.f. (electromotive force), in a conductor when it is in a changing magnetic field. This happens when:

  • a magnet moves into or out of a coil, or
  • a wire moves across a magnetic field so that it cuts the field lines.

If the conductor is part of a complete circuit, the e.m.f. makes a current flow. There is no e.m.f. if the magnet and coil are still, or if the wire moves parallel to the field lines.

Reversing the direction of movement, or swapping the magnet's poles, reverses the e.m.f.

Key termselectromagnetic inductione.m.f.
Common mistake

A magnet inside a coil does not induce a voltage if it is not moving. The field must be changing.

Section 2

Size of the induced e.m.f.

The induced e.m.f. is larger when:

  • the magnet or wire moves faster
  • the magnet is stronger
  • the coil has more turns

These all increase the rate at which field lines are cut.

Section 3

Lenz's law

Lenz's law says that the direction of an induced current is always such that its own magnetic field opposes the change that produced it.

Example: push the north pole of a magnet towards a coil. The end of the coil nearest the magnet becomes a north pole and repels the magnet. You must do work to push the magnet in, and this work is transferred to electrical energy. If the induced pole attracted the magnet instead, energy would be created from nothing, which is impossible.

Key termsLenz's law
Exam tip

In an exam, link Lenz's law to energy conservation: the work you do against the opposing force becomes electrical energy.

Section 4

The a.c. generator

An a.c. generator (alternator) has a coil that is turned in a magnetic field by a turbine or engine. As the coil rotates its sides cut the field lines, inducing an e.m.f. The sides move in opposite directions through the field every half turn, so the e.m.f. reverses every half turn.

The coil connects to the outside circuit through slip rings and carbon brushes, which allow the coil to turn without twisting the wires.

The output is a repeating wave. It is zero when the coil is perpendicular to the field (the sides move along the field lines) and at its maximum when the coil is parallel to the field (the sides cut the lines fastest).

Turning the coil faster, or using stronger magnets or more turns, gives a larger e.m.f.

Key termsslip ringsgenerator

Section 5

a.c. and d.c., frequency and amplitude

d.c. (from a cell) is a steady voltage that always has the same direction. a.c. (from a generator) alternates, so the voltage rises, falls, reverses and repeats.

For an a.c. wave:

  • the frequency is the number of complete cycles per second, measured in hertz (Hz)
  • the amplitude is the maximum value of the voltage, measured from zero

If the coil of a generator turns twice as fast, the frequency doubles and the amplitude increases (it doubles).

Mains electricity is a.c. with a frequency of 50 Hz.

Key termsfrequencyamplitude

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Exam questions on Electromagnetic induction and generators

  1. A student in Lagos connects a coil of wire to a sensitive centre-zero voltmeter and moves a bar magnet into and out of the coil.
    Explain why the voltmeter needle swings the opposite way when the magnet is pulled out of the coil compared with when it is pushed in.2 marks
  2. In a school in Santiago, a bar magnet's north pole is pushed towards one end of a coil of wire. The coil is part of a complete circuit that includes a sensitive ammeter.
    Explain, in terms of energy, why it takes effort to push the magnet into the coil.2 marks
  3. A simple a.c. generator in a school laboratory has a rectangular coil that is turned between the poles of a magnet. The ends of the coil are connected to slip rings and carbon brushes, and the output is displayed on an oscilloscope as a wave that repeats.
    Explain how the generator produces an alternating e.m.f. when the coil is turned.3 marks
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Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).