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A Level · Cambridge (CIE) · 9702

Investigate electromagnetic induction

Explain how experiments with changing magnetic flux induce an e.m.f. and how speed, field strength and turns affect its magnitude.

Magnetic fields · Cambridge International AS & A Level Physics 9702 · 20.5

A Level; Cambridge International Physics 9702, 2025–2027 syllabus, Topic 20. These original explanations and calculations are study aids; full timed assessment and human subject-teacher review remain outstanding.

Before you begin

  • Use current, charge, force, velocity, vectors, area and SI units; distinguish conventional current from electron flow.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What must change to induce an e.m.f. in a coil?

What you will learn

  • Describe an experiment showing induction from changing flux
  • Explain how the direction of motion changes induced polarity
  • Identify factors that increase induced e.m.f.

A changing flux induces an e.m.f.

Connect a coil to a sensitive galvanometer and move a bar magnet into or out of the coil. A deflection shows an induced e.m.f. and current when the circuit is closed. Holding the magnet still gives no sustained deflection because the flux through the coil is not changing.

Reverse the magnet's motion or swap its poles and the galvanometer deflection reverses. The experiment shows that it is the change in magnetic flux linkage, not merely the presence of a magnetic field, that induces e.m.f.

A faster flux change gives a larger response

The induced e.m.f. magnitude increases when flux linkage changes more rapidly. Move the magnet faster, use a stronger magnet, or increase the number of coil turns: each can make the flux-linkage change larger per unit time.

Keep the comparison controlled when explaining an experiment. For example, to test speed, use the same magnet and coil and vary only the speed of motion; compare the maximum galvanometer deflection as a qualitative measure of induced current and e.m.f.

changing flux linkage → induced e.m.f. · faster/larger change → larger e.m.f.

Pause and explain

A magnet is held still inside a coil. What happens to the induced e.m.f. after insertion stops?

Put the idea to work

Worked example

A magnet is pushed into a coil, held stationary, and then pulled out. Describe the galvanometer response.

Show the worked solution
  1. Relate each stage to flux change.
  2. Use the galvanometer deflection as evidence of induced current.
  3. Compare the direction for entry and withdrawal.

Answer The galvanometer deflects while the magnet moves into the coil, returns to zero when it is held still, and deflects in the opposite direction when it is pulled out.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Design a simple experiment to show that changing flux induces e.m.f. and that faster motion increases its magnitude.

Give me a hint

Use a coil, magnet and galvanometer, and vary one factor at a time.

Compare my reasoning
  1. Connect the coil to a galvanometer and move a magnet through it; observe a deflection.
  2. Hold the magnet stationary and observe no sustained deflection.
  3. Repeat with the same magnet and coil at different speeds; faster motion gives a larger peak deflection.

A coil–galvanometer circuit and moving magnet show induction; controlled speed trials show larger deflection for faster motion.

Look for these in your work

  • Induction setup described
  • Stationary control included
  • Speed comparison controlled
2 · Independent

The same coil is used with a weak magnet moved slowly and a stronger magnet moved at the same speed. Which should produce the larger e.m.f. and why?

Give me a hint

Compare the flux-linkage change while holding speed and coil fixed.

Compare my reasoning
  1. The coil and speed are fixed.
  2. The stronger magnet produces a larger magnetic flux through the coil.
  3. For the same motion, the larger flux change produces a larger induced e.m.f.

The stronger magnet should produce the larger e.m.f. because it causes a larger change in flux linkage per time.

Look for these in your work

  • Controlled variables identified
  • Flux change compared
  • E.m.f. magnitude explained
3 · Transfer

A magnet is moved into a coil and then withdrawn along the same path. Why do the induced-current directions differ?

Give me a hint

Compare whether flux linkage is increasing or decreasing.

Compare my reasoning
  1. As the magnet enters, flux linkage changes in one direction.
  2. As it leaves, flux linkage changes in the opposite direction.
  3. The induced e.m.f. and current reverse to oppose the respective changes.

The flux change reverses on withdrawal, so the induced polarity and current direction reverse.

Look for these in your work

  • Entry change stated
  • Withdrawal change compared
  • Polarity reversal explained

Common mistakes

  • Claiming a stationary magnet continuously induces e.m.f.
  • Saying only field strength, not flux change, matters
  • Claiming reversing motion leaves induced polarity unchanged
  • Changing several variables in an experiment intended to test one factor
Recall without your notes

What can you explain now?

What must change to induce an e.m.f. in a coil?

Compare with the explanation

Magnetic flux linkage through the coil

A changing linkage produces an induced e.m.f.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Why does a moving magnet induce an e.m.f. in a coil while a stationary magnet does not?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Physics

Course scope and assessment

One hundred and sixty-two original lessons cover all 12 published subject-content outcomes in Topic 1 (sections 1.1–1.4), all nine outcomes in Topic 2 (section 2.1), all 13 outcomes in Topic 3 (sections 3.1–3.3), all 13 outcomes in Topic 4 (sections 4.1–4.3), all 11 outcomes in Topic 5 (sections 5.1–5.2), all 10 outcomes in Topic 6 (sections 6.1–6.2), all 16 outcomes in Topic 7 (sections 7.1–7.5), all 12 outcomes in Topic 8 (sections 8.1–8.4), all 15 outcomes in Topic 9 (sections 9.1–9.3), all 16 outcomes in Topic 10 (sections 10.1–10.3), all 18 outcomes in Topic 11 (sections 11.1–11.2), all seven outcomes in Topic 12 (sections 12.1–12.2), all 12 outcomes in Topic 13 (sections 13.1–13.4), all eight outcomes in Topic 14 (sections 14.1–14.3), and all nine outcomes in Topic 15 (sections 15.1–15.3), plus all four outcomes in Topic 16 (sections 16.1–16.2), and all ten outcomes in Topic 17 (sections 17.1–17.3), plus all 12 outcomes in Topic 18 (sections 18.1–18.5), all nine outcomes in Topic 19 (sections 19.1–19.3), all 19 outcomes in Topic 20 (sections 20.1–20.5), and all eight outcomes in Topic 21 (sections 21.1–21.2), and all 17 outcomes in Topic 22 (sections 22.1–22.4), and all 13 outcomes in Topic 23 (sections 23.1–23.2), and all 16 outcomes in Topic 24 (sections 24.1–24.3), and all 11 outcomes in Topic 25 (sections 25.1–25.3), of the 2025–2027 syllabus. Each lesson has guided, independent and application practice with explained answers. All 25 syllabus topics now have mapped teaching and practice; the 2028–2030 changes outside Topics 23–25 still need reconciliation. Online study cannot demonstrate supervised Paper 3 laboratory competence. Paper 5 planning and analysis, full timed cumulative assessment and human subject-teacher review remain outstanding.

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