MYP Physics · Unit 14
Magnetism and electromagnetism
Magnets and fields, electromagnets, forces on currents, motors, induction, generators, transformers, and transmission.
- 21
- questions
- 17
- total marks
- 5
- mapped topics
Strengthen an electromagnet
A coil is wrapped around an iron nail and connected safely to a low-voltage supply. Which single change is most likely to make the electromagnet stronger?
- A
Reduce the number of turns on the nail
- B
Increase the current within the safe limit
- C
Replace the iron nail with a wooden stick
- D
Open the circuit
- a
Select and explain Select the best change and explain why it strengthens the field.
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Correct choiceB
Selects option B: increase the current through the coil while remaining within the safe limit.
States that a larger current produces a stronger magnetic field around the coil.
Recognises the safe-limit condition because excessive current can overheat the wire or supply.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Separate the variables turns, current, core material, and circuit state before students design a fair electromagnet test.
Step down a safe laboratory supply
An ideal transformer connects a 240 V alternating supply to a 12 V laboratory output. The primary coil has 800 turns. The output supplies 24 W to a device.
- a
Calculate Calculate the number of turns on the secondary coil.
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Uses Vs ÷ Vp = Ns ÷ Np.
Substitutes 12 ÷ 240 = Ns ÷ 800.
Obtains Ns = 40 turns.
- b
Calculate Calculate the output current.
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Uses P = VI and I = P ÷ V.
Obtains I = 24 W ÷ 12 V = 2.0 A.
- c
State State why a transformer requires a changing current rather than a steady direct current.
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A changing current produces changing magnetic flux and therefore an induced voltage in the secondary coil.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Ask students to estimate whether the secondary needs more or fewer turns before they substitute numbers.
Move power from a hill turbine to a village
A small hydro generator is 4 km from a village. Engineers can transmit 60 kW at either 600 V or 6.0 kV through the same cables. Transformers would be needed at both ends of the higher-voltage option.
- a
Calculate Calculate the transmission current for each voltage, assuming the same 60 kW power.
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Calculates 60 000 W ÷ 600 V = 100 A.
Calculates 60 000 W ÷ 6000 V = 10 A.
- b
Explain Explain why the higher-voltage option reduces heating in the same cables.
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Uses cable heating power P = I²R or equivalent reasoning.
States that the current is reduced by a factor of 10.
Concludes that resistive heating is reduced by a factor of 100 for the same cable resistance.
- c
Evaluate Recommend an option, considering physics, infrastructure, safety, and community needs.
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Uses lower transmission loss as evidence for the 6.0 kV option.
Considers a relevant trade-off such as transformer cost, maintenance skills, insulation, or high-voltage safety.
Gives a justified recommendation conditional on reliable protection, training, and lifecycle cost.
Build deeper understandingReveal the teacher insight
Deeper learning cue
The calculation provides evidence but does not make the decision alone; require students to name who maintains and pays for the infrastructure.
More focused practice
Seven quick mastery questions
Open one task at a time, reveal the worked reasoning, then mark it mastered or save it to revisit.
Criterion A
Hidden magnet poles
3 marks · recallOpen question →Criterion A
Current-carrying wire force
4 marks · routineOpen question →Criterion D
Make the crane magnet stronger
5 marks · routineOpen question →Criterion A
Festival-light transformer
6 marks · demandingOpen question →Criterion C
Shake-torch induction
6 marks · demandingOpen question →Criterion D
Motor energy pathway
6 marks · demandingOpen question →Criterion B
Electromagnet strength map
8 marks · discriminatingOpen question →Criterion B
A magnet crosses a coil
8 marks · demandingOpen question →Criterion B
Reversing a magnet's travel
8 marks · demandingOpen question →Criterion B
Turning the same magnet around
8 marks · demandingOpen question →Criterion B
Adding turns to a pickup coil
8 marks · demandingOpen question →Criterion B
Tilting a coil in a changing field
8 marks · demandingOpen question →Criterion B
Moving a pickup coil sideways
8 marks · demandingOpen question →Criterion B
Does waiting in a coil make voltage?
8 marks · demandingOpen question →Criterion B
A hand generator's rotation rate
8 marks · demandingOpen question →Criterion B
A core in an inductive pickup
8 marks · demandingOpen question →Criterion B
An unwanted pickup in measurement leads
8 marks · demandingOpen question →Criterion B
Design a solenoid field investigation
14 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Magnets and magnetic-field maps
Compare field-mapping methods and identify what each representation leaves out.
Open lesson →Current-produced magnetic fields
Build an electromagnet investigation that changes one input and measures one defensible outcome.
Open lesson →Force on a current-carrying conductor
Criterion B focus: investigate how field, current, or conductor length changes magnetic force.
Open lesson →Electromagnetic induction
Use qualitative flux change first; rate-of-change mathematics is optional extension.
Open lesson →Generators, transformers, and grids
Criterion D prompt: explain a supply choice using induction, efficiency, infrastructure, and community impact.
Open lesson →