Question 1 (8 marks)

A student carried out an investigation to measure the strength of a magnetic field. A

single square coil of sides 3cm was placed in a magnetic field of unknown strength.
A constant current of 3 A was passed through the coil. The torque produced was
measured at various angles of θ. The results were recorded in the table as follows:
θ (°) τ (Nm) x 10-3 Sin θ
75 4.35 0.97
60 3.91 0.86
45 3.17 0.71
30 2.25 0.50
15 1.16 0.26

Select and plot data from the student’s investigation to produce a linear relationship
and draw a line of best fit on the axes provided.4

a) Use your graph to determine the strength of the magnetic field. 4

Marking guidelines
(a)
Criteria Mark
 selects appropriate data from the table 4
 uses appropriate scale
 labels axes correctly with units
 plots points accurately
 draws a line of best fit
 selects appropriate data from the table 3
 Provides a substantially correct graph
 Provides a substantially correct graph 2
 Provides some basic features of the graph 1

Sample answer
(b)
Criteria Mark
 determines the gradient, relates it to the equation for torque and 3
calculates the magnitude of the magnetic field
 determines the gradient of the line of best fit 2
OR
 calculates the strength of the magnetic field from tabulated data point
only
 attempts to determine the magnetic field strength using the graph or data 1
provided

Sample answer

−3
rise τ 1.8 ×10 (from the graph)
gradient= = =
run sinθ 0.4
τ −3
=4.5× 10 Nm
sinθ
τ =NIABsinθ rearranging
τ −3 substitute expression for the
=NIAB=4.5 ×10
sinθ gradient
−3
4.5 ×10 where
B= −4 2
NIA A=0.03 ×0.03=9 ×10 m
I =3 A , N=1
 −3
4.5 × 10
B= −4
=1.7 T
1× 3 ×9 ×10
Question 2 (9 marks)
If a simple DC electric motor is prevented from rotating, it may be destroyed. Explain
the normal operation of a motor and why it may be destroyed if it is prevented from
rotating.

Marking guidelines
Criteria Marks
 explains extensively how a motor operates, explaining the function of 8-9
its components
 explains how back-emf reduces current and links this to an increase in
current in the coil
 describes parts of the motor and explains how each component 6-7
operates
 states that the current will increase and links to back-emf
 describes components of the motor 4-5
 links a reduction of back-emf to the motor being destroyed
 describes components of the motor 2-3
AND/OR
 identifies the concept of back-emf
 identifies a component of a motor 1

Sample answer

The stator magnets produce a magnetic field in which the rotor coil is positioned.
Current flow in the rotor coil will produce a force due to the motor effect directed as
per the right-hand push rule. This force on the wire will produce a torque on the coil,
and the motor will start to spin. The split ring commutator will reverse the direction of
the current every half a turn of the coil so that the torque on the coil will always act in
the same direction.

As the coil rotates in the magnetic field, the magnetic flux through the coil will
change. This changing magnetic flux will induce an emf in the coil that is directed in
such a way that it opposes the changing magnetic flux due to the rotation of the coil.

This induced emf opposes the supply emf provided by the battery and is known as
the back-emf. ε net=ε supply −ε back As the motor speed increases, the back-emf will
increase until the net emf, net current, and hence the torque, is just enough to keep
the motor rotating with constant speed, the motor load and friction.

If the motor is then prevented from turning, there will be no change in magnetic flux
through the rotor coil. Therefore, no back-emf will be induced, and the current from
the power supply will be at a maximum. This maximum current will heat the wire in
the coil and may melt the insulating coating on the wire, thereby shorting the coil and
eventually melting the wire in the coil itself. Some motors will include a temperature
sensor which will shut the motor down if the motor is prevented from rotating freely.
 Marks

(e) Discuss how major advances in scientific 7

understanding and technology have changed the

direction of scientific thinking with regards to our
knowledge of the structure of matter.
e.

Marking Criteria Marks

Response contains evidence of a deep and thorough knowledge of the evolution of our
knowledge of the structure of matter and could include such technology and understanding as:
 invention of the cathode ray discharge tube (vacuum pump)
 Rutherford’s use of alpha particles
6-7
 Bohr and Rutherford’s advances
 Davisson’s and Gerner’s use of electron beams (matter wves)
 Fermi’s nuclear reactor
 the use of cyclotrons and particle accelerators to find sub-atomic particles

The use of better technology and increased scientific understanding is linked to advances in
4-5
our knowledge of the structure of matter using several particular named examples

Some technology or scientific understanding is linked to increased knowledge of the structure

2-3
of matter

An aspect of how our knowledge of the structure of matter has progressed is provided 1

Advance in technology/scientific understanding How our knowledge of the structure of matter was advanced

vacuum pump cathode ray discharge tubes  observation and manipulation of

cathode rays (electrons)

sources of alpha particles and scintillators for their Rutherford’s nucleus of the atom
detection

electron beams and diffraction effect detection Davisson and Gerner verifying the existence of the wave nature of
electrons

fission reactions (observed by Fermi in the first splitting of the atom and nuclear forces/energy
sustained chain reaction, proposed by Einstein)

particle accelerators observation and knowledge of sub-atomic particles such as quarks

 standard model of matter

LHC discovery of remaining particles???