Experiment Name:
Electricity and Magnetism
IGCSE Science
Revision Book - Section 4
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Name: _________________________________
Teacher: _________________________________
Syllabus Content_______________________________
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NOTES PAGE
Syllabus Details________________________________
4. Electricity and magnetism
4.1 Simple phenomena of magnetism
Core
• State the properties of magnets
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• Give an account of induced magnetism
INDUCED MAGNETISM: If a piece of iron is brought close to a magnet it becomes magnetic and is attracted to the magnet.
• Distinguish between ferrous and non-ferrous materials
FERROUS: Containing a large proportion of Iron (e.g. Iron, steel)
NON-FERROUS: Containing no iron
• Describe methods of magnetization and of demagnetization
MAGNETISATION: Stroking a magnet across a material (e.g. iron)
DEMAGNETISATION: Hitting the material
• Describe an experiment to identify the pattern of field lines round a bar magnet
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NOTES PAGE
• Distinguish between the magnetic properties of iron and steel
|Material |Type |Properties |
|Iron |Soft magnetic material |Magnetism is temporary |
|Steel |Hard magnetic material |Magnetism is permanent |
• Distinguish between the design and use of permanent magnets and electromagnets
|Type of magnet |Design |Use |
|Permanent |Hard magnetic material |For applications where magnetism is |
| | |needed over long periods – fridge doors |
|Electromagnet |Uses a solenoid to create magnetic field |For applications where the magnetic field|
| | |needs to be turned on and off – Scrap |
| | |metal moving |
4.2 Electrical quantities
4.2 (a) Electric charge
Core
• Describe simple experiments to show the production and detection of electrostatic charges
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NOTES PAGE
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GOLD LEAF ELECTROSCOPE
• If a charge is moved close to the cap the gold leaf rises
• State that there are positive and negative charges
There are two type of charges; POSITIVE and NEGATIVE
• State that unlike charges attract and that like charges repel
LIKE CHARGES – Repel
UNLIKE CHARGES - Attract
• Describe an electric field as a region in which an electric charge experiences a force
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• Distinguish between electrical conductors and insulators and give typical examples
ELECTRICAL CONDUCTOR: Charges are able to flow through the material (metals)
ELECTRICAL INSULATOR: Charges are unable to flow through the material (plastics)
NOTES PAGE
Supplement
• State that charge is measured in coulombs
Charge (Q) is measured in coulombs [C]
• State the direction of lines of force and describe simple field patterns, including the field around a point charge and the field between two parallel plates
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• Give an account of charging by induction
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• Charged rod brought close to top of electroscope
• The positive rod attracts electrons to the top of the electroscope (induced charge)
NOTES PAGE
• Recall and use the simple electron model to distinguish between conductors and insulators
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• In a conductor the charges are free to move (the electrons in a metal)
• In an insulator the charges are not free to move
4.2 (b) Current
Core
• State that current is related to the flow of charge
CURRENT: Related to the flow of charge
• Use and describe the use of an ammeter
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NOTES PAGE
Supplement
• Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q /t
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• Distinguish between the direction of flow of electrons and conventional current
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4.2 (c) Electro-motive force
Core
• State that the e.m.f. of a source of electrical energy is measured in volts
EMF is measured in Volts [V]
Supplement
• Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit
Electromotive force (e.m.f.): The total energy difference per unit charge around a circuit
4.2 (d) Potential difference
Core
• State that the potential difference across a circuit component is measured in volts
Potential difference (pd) is measured in Volt [V]
NOTES PAGE
• Use and describe the use of a voltmeter
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4.2 (e) Resistance
Core
• State that resistance = p.d./current and understand qualitatively how changes in p.d. or resistance affect current
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• Recall and use the equation R = V/I
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NOTES PAGE
• Describe an experiment to determine resistance using a voltmeter and an ammeter
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• Relate (without calculation) the resistance of a wire to its length and to its diameter
Supplement
• Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire
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R = Resistance
ρ = Resistivity of material
L = Length of conductor
A = Area
Summary
• Increasing length = increasing resistance
• Increasing cross-sectional area = decreasing resistance
NOTES PAGE
4.2 (f) Electrical energy
Supplement
• Recall and use the equations
P =IV and E = IVt
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4.3 Electric circuits
4.3 (a) Circuit diagrams
Core
• Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters, magnetizing coils, transformers, bells, fuses and relays
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Supplement
• Draw and interpret circuit diagrams containing diodes and transistors
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NOTES PAGE
4.3 (b) Series and parallel circuits
Core
• Understand that the current at every point in a series circuit is the same
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• Give the combined resistance of two or more resistors in series
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• State that, for a parallel circuit, the current from the source is larger than the current in each branch
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NOTES PAGE
• State that the combined resistance of two resistors in parallel is less than that of either resistor by itself
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• State the advantages of connecting lamps in parallel in a lighting circuit
Parallel Circuit advantage: If one lamp fails the other lamps in parallel continue to function
Supplement
• Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply
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NOTES PAGE
• Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit
• Calculate the effective resistance of two resistors in parallel
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4.3 (c) Action and use of circuit components
Core
• Describe the action of a variable potential divider (potentiometer)
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• The output voltage can be varied by changing the position of the potential divider
• The voltage dropped across that section of the resistor will vary
NOTES PAGE
• Describe the action of thermistors and light dependent resistors and show understanding of their use as input transducers
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NOTES PAGE
• Describe the action of a capacitor as an energy store and show understanding of its use in time delay circuits
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NOTES PAGE
• Describe the action of a relay and show understanding of its use in switching circuits
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Supplement
• Describe the action of a diode and show understanding of its use as a rectifier
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A diode allows current to flow in only one one direction
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NOTES PAGE
• Describe the action of a transistor as an electrically operated switch and show understanding of its use in switching circuits
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• Recognise and show understanding of circuits operating as light sensitive switches and temperature-operated alarms (using a relay or a transistor)
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NOTES PAGE
4.3 (d) Digital electronics
Supplement
• Explain and use the terms digital and analogue
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• State that logic gates are circuits containing transistors and other components
LOGIC GATES: Circuits containing transistors and other components
• Describe the action of NOT, AND, OR, NAND and NOR gates
• State and use the symbols for logic gates (candidates should use the American ANSI#Y 32.14 symbols)
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NOTES PAGE
• Design and understand simple digital circuits combining several logic gates
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4.4 Dangers of electricity
Core
• state the hazards of
– damaged insulation
DAMAGED INSULATION – risk of electrocution when handling wires etc
– overheating of cables
OVERHEATING OF CABLES – insulation will melt and wires become exposed
– damp conditions
DAMP CONDITIONS – impure water conducts electricity and so risk of electrocution
• Show an understanding of the use of fuses and circuit-breakers
FUSE: A thin piece of wire which melts and breaks if too much current passes through it. Used to cut a circuit if the current is too high.
CIRCUIT BREAKER: Automatic electrical switch which will cut a circuit if the current is too high
NOTES PAGE
4.5 Electromagnetic effects
4.5 (a) Electromagnetic induction
Core
• Describe an experiment that shows that a changing magnetic field can induce an e.m.f. in a circuit
• Show understanding that the direction of an induced e.m.f. opposes the change causing it
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• As the magnet is moved in and out of the coil the magnetic field in the coil changes
• The direction of the induced EMF and so current opposes the change causing it (i.e. makes a magnetic field opposite to the field of the moving magnet
Supplement
• State the factors affecting the magnitude of an induced e.m.f.
FACTORS EFFECTING MAGNITUDE OF INDUCED E.M.F.
Increasing strength of magnet = increased induced E.M.F.
Increasing velocity of motion of magnet = increased induced E.M.F.
Increasing # of coils in solenoid = increased induced E.M.F.
NOTES PAGE
4.5 (b) a.c. generator
Core
• Describe a rotating-coil generator and the use of slip rings
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AC GENERATOR
• If a coil is rotated in a permanent magnetic field the coil experiences a changing magnetic field
• If a wire experiences a changing magnetic field an EMF is induced
• If the wire is connected into a circuit a current will flow
• The slip rings allow the current to flow around a complete circuit as the coil rotates
• Sketch a graph of voltage output against time for a simple a.c. generator
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NOTES PAGE
4.5 (c) Transformer
Core
• Describe the construction of a basic iron-cored transformer as used for voltage transformations
• Recall and use the equation
(Vp /Vs) = (Np /Ns)
Supplement
• Describe the principle of operation of a transformer
• Recall and use the equation Vp Ip = Vs Is (for 100% efficiency)
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THE TRANSFORMER…
• An AC current is passed through the primary coil
• A varying magnetic field is induced in the coil and the iron core
• The secondary coil experiences a varying magnetic field
• An EMF and so current is induced in the secondary coil
• The output current is also alternating
NOTES PAGE
• Describe the use of the transformer in high voltage transmission of electricity
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TRANSFORMERS ARE USED IN ELECTRICTY TRANSMISSION BECAUSE...
• The output of a power station is high current
• The transformer is used to convert this to low current and high voltage before passing through the overhead cables
• A second transformer is used to lower the current and voltage before the supply enters homes
• Give the advantages of high-voltage transmission
HIGH VOLTAGE TRANSMISSION = Low energy losses through heating in the cables
• Explain why energy losses in cables are lower when the voltage is high
High voltage …. Low current …… Less heating of the cable …… Low energy loses
NOTES PAGE
4.5 (d) The magnetic effect of a current
Core
• Describe the pattern of the magnetic field due to currents in straight wires and in solenoids
Supplement
• State the qualitative variation of the strength of the magnetic field over salient parts of the pattern
• Describe the effect on the magnetic field of changing the magnitude and direction of the current
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GENERAL CONVENTION FOR MAGNETIC FIELD LINES...
• The arrow points towards the south pole
• The spacing of the field lines is proportional to the magnetic field strength
• If the current changes direction the magnetic field will reverse in direction
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NOTES PAGE
• Describe applications of the magnetic effect of current, including the action of a relay
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ACTION OF A RELAY…
• With no current through the coil there is no magnetic field in the coil
• The contacts will be separate
• When a current passes through the coil a magnetic field is induced
• The contacts will become magnetized and so close
4.5 (e) Force on a current-carrying conductor
Core
• Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing:
(i) the current
(ii) the direction of the field
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If the current is reversed – The force will act in the opposite direction
If the field direction is reversed – The force will act in the opposite direction
NOTES PAGE
Supplement
• State and use the relative directions of force, field and current
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• Describe an experiment to show the corresponding force on beams of charged particles
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When using the left hand rule for charged particles…
• For electrons the direction of current is the opposite direction to the electron velocity
• For protons the direction of current is the same direction as the electron velocity
NOTES PAGE
4.5 (f) d.c. motor
Core
• State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing the number of turns on the coil
• Relate this turning effect to the action of an electric motor
Supplement
• Describe the effect of increasing the current
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THE ELECTRIC MOTOR
• A current is passed through a coil in a magnetic field
• If a current carrying wire is placed in a magnetic field it experiences a force
• The coil feels a force which rotates the coil
• The commutator ensures that the current flows around the coil to give a force which always acts to rotate the coil in the same direction
To Increase the rate of rotation...
• Increase the number of coils
• Increase the strength of the magnetic field
• Increase the current
NOTES PAGE
4.6 Cathode-ray oscilloscopes
4.6 (a) Cathode rays
Core
• Describe the production and detection of cathode rays
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DETECTION OF CATHODE RAYS
• Cathode rays can be detected by a fluorescent screen
• When the rays are incident on the screen the screen emit’s light
• Describe their deflection in electric fields
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• Cathode rays are deflected towards the positive of an electric field
• This indicates that the cathode rays are negatively charged
NOTES PAGE
• State that the particles emitted in thermionic emission are electrons
The particles emitted in thermionic emission are electrons
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4.6 (b) Simple treatment of cathode-ray oscilloscope
Supplement
• Describe (in outline) the basic structure and action of a cathode-ray oscilloscope (detailed circuits are not required)
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• Electrons are generated by the hot element
• The electrons are accelerated towards the anode and focused into a beam
• The deflection coils direct the beam at a certain position in the screen
• The fluorescent screen indicates the position of the beam
NOTES PAGE
• Use and describe the use of a cathode-ray oscilloscope to display waveforms
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KEY CONTROLS….
• Time base: Time taken for beam to pass through one horizontal division [Sec/div]
• Vertical amplifier gain: The vertical scale control [Volts/div]
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