Unit 6: Investigate Project
Project Implementation and Review:
Learning Aim C: Safely undertake the project, collecting, analysing, and presenting the results.
Learning Aim D: Review the investigative project using correct scientific principles.
Title: How increasing the current affects the magnetic field of a permanent magnet
Abstract:
I will be undertaking a literature search and review on magnets and their magnetic fields. I’ll be
investigating three areas of research in which magnets are used in the real world and the science
behind them to produce an investigative project proposal on how to detect a magnetic field. The aim
and objective of this investigation is to test the strength of a magnetic field by measuring the effects
of a magnetic field on a current-carrying conductor.
Hypothesis:
I hypothesise that the bigger the current in the coil is then the stronger the magnetic field will be
since the current and strength of the magnetic field is directly proportional. I also hypothesise that
during the experiment, if I use a longer wire, this will increase my magnetic force. This occurs
because the extra layers of wire would be against the coil, whilst being affected but the same
current running through the wire. This would cause the static magnetic field strength to increase,
showing that the correlation between the turns in a coil is directly proportional to the magnetic field.
During my practical, the magnetic field strength will be affected by the amount of current applied in
the wire. This would occur as magnetic fields are created through moving charged particles that
travel from the North Pole to the South Pole. Increasing the current would increase the number of
charged particles, thus increasing the magnetic strength.
First Method:
1. The separation of the parallel conductors was set to about 8mm by following the
instructions in the Theory section. The constant separation was recorded = Number of turns
×10−3 m + 3.2 ×10−3 m. The length of the conductor was both measured & recorded.
2. A known downward force was applied by placing a 5 mg mass on the centre of the mass pan.
3. The current was adjusted until the balance returned to zero. The current was also recorded.
Now the magnetic force lifting the top conductor is equal to the weight of the known mass
pushing it down. This is the most critical measurement in the experiment. Make sure that
the balance was exactly zeroed and that the current was recorded carefully.
4. The separation constant was held then, steps 2 and 3 were repeated, the current was
measured for about 15 different masses, up to a maximum of 200 mg. The data was
recorded in a laboratory notebook in a table of the form.
Updated Method:
1. The apparatus was set up as shown in the diagram (3 views of the apparatus have been
given to make the arrangement clear)
2. With no current flowing through the wire, the electronic balance was set to zero
3. The voltage of the supply was adjusted so that the current, I, flowing through the wire is
6.0A as measured on the ammeter
1
, 4. The top pan balance display was read in, m, in grams
5. The procedure was repeated for the I= 7.0, 6.0, 5.0, 4.0, 3.0, 2.0 and 1.0 A
6. A third set of results was obtained because the experiment was repeated for the third time
then the mean value of M for each value of I was found
7. A graph was plotted of the mean m against I
8. The best straight line of fit was drawn through the points and the gradient was found (the
graph was a straight line through the origin)
9. The length of the magnadur magnets, L, was measured in meters (This was the length of the
wire in the magnetic field, ignoring edge effects)
Justification- Why did it change?
The methodology was changed because it was not feasible because it was not detailed as it did not
state what the instructions in the Theory section were. I also did not have the resources to complete
the experiment so the experiment cannot be followed in that specific method.
Results:
Mass /g
Current (AMPS) 1st Run 2nd Run 3rd Run Mean
1 0.27 0.21 0.33 0.27
2 0.50 0.43 0.54 0.49
3 0.64 0.62 0.68 0.646
4 0.96 0.85 0.83 0.88
5 1.17 1.07 1.11 1.113
6 1.26 1.33 1.26 1.283
7 1.49 1.52 1.46 1.49
2
Project Implementation and Review:
Learning Aim C: Safely undertake the project, collecting, analysing, and presenting the results.
Learning Aim D: Review the investigative project using correct scientific principles.
Title: How increasing the current affects the magnetic field of a permanent magnet
Abstract:
I will be undertaking a literature search and review on magnets and their magnetic fields. I’ll be
investigating three areas of research in which magnets are used in the real world and the science
behind them to produce an investigative project proposal on how to detect a magnetic field. The aim
and objective of this investigation is to test the strength of a magnetic field by measuring the effects
of a magnetic field on a current-carrying conductor.
Hypothesis:
I hypothesise that the bigger the current in the coil is then the stronger the magnetic field will be
since the current and strength of the magnetic field is directly proportional. I also hypothesise that
during the experiment, if I use a longer wire, this will increase my magnetic force. This occurs
because the extra layers of wire would be against the coil, whilst being affected but the same
current running through the wire. This would cause the static magnetic field strength to increase,
showing that the correlation between the turns in a coil is directly proportional to the magnetic field.
During my practical, the magnetic field strength will be affected by the amount of current applied in
the wire. This would occur as magnetic fields are created through moving charged particles that
travel from the North Pole to the South Pole. Increasing the current would increase the number of
charged particles, thus increasing the magnetic strength.
First Method:
1. The separation of the parallel conductors was set to about 8mm by following the
instructions in the Theory section. The constant separation was recorded = Number of turns
×10−3 m + 3.2 ×10−3 m. The length of the conductor was both measured & recorded.
2. A known downward force was applied by placing a 5 mg mass on the centre of the mass pan.
3. The current was adjusted until the balance returned to zero. The current was also recorded.
Now the magnetic force lifting the top conductor is equal to the weight of the known mass
pushing it down. This is the most critical measurement in the experiment. Make sure that
the balance was exactly zeroed and that the current was recorded carefully.
4. The separation constant was held then, steps 2 and 3 were repeated, the current was
measured for about 15 different masses, up to a maximum of 200 mg. The data was
recorded in a laboratory notebook in a table of the form.
Updated Method:
1. The apparatus was set up as shown in the diagram (3 views of the apparatus have been
given to make the arrangement clear)
2. With no current flowing through the wire, the electronic balance was set to zero
3. The voltage of the supply was adjusted so that the current, I, flowing through the wire is
6.0A as measured on the ammeter
1
, 4. The top pan balance display was read in, m, in grams
5. The procedure was repeated for the I= 7.0, 6.0, 5.0, 4.0, 3.0, 2.0 and 1.0 A
6. A third set of results was obtained because the experiment was repeated for the third time
then the mean value of M for each value of I was found
7. A graph was plotted of the mean m against I
8. The best straight line of fit was drawn through the points and the gradient was found (the
graph was a straight line through the origin)
9. The length of the magnadur magnets, L, was measured in meters (This was the length of the
wire in the magnetic field, ignoring edge effects)
Justification- Why did it change?
The methodology was changed because it was not feasible because it was not detailed as it did not
state what the instructions in the Theory section were. I also did not have the resources to complete
the experiment so the experiment cannot be followed in that specific method.
Results:
Mass /g
Current (AMPS) 1st Run 2nd Run 3rd Run Mean
1 0.27 0.21 0.33 0.27
2 0.50 0.43 0.54 0.49
3 0.64 0.62 0.68 0.646
4 0.96 0.85 0.83 0.88
5 1.17 1.07 1.11 1.113
6 1.26 1.33 1.26 1.283
7 1.49 1.52 1.46 1.49
2
