Magnetism and electromagnetism

Scope and route

Shared: Physics and Trilogy, both tiers unless a Higher branch is named.
Separate Physics: Outside the Trilogy physics requirements.
Higher: Higher-only objectives, examples or assessments are labelled.
Ratings: Difficulty 1–4 and duration are proposed design choices; mastery means independently meeting exit criteria.

Area page →

MG-U1 · Magnets and current-produced fields

Unit page →

MG-01 · MG-U1 · Planned

Permanent and induced magnets

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Predict pole interactions; distinguish permanent and induced magnetism and relevant magnetic materials.

8463 §§4.7.1.1 / 8464 §§6.7.1.1

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,3.6.

Needs firstFM-01

Explanation

Permanent magnets maintain their field; induced magnetism develops in a magnetic material placed in a field and largely disappears for a soft induced sample when removed. Pole interactions and material attraction are different tests; not all metals are magnetic.

Concepts, equations and units: N/S poles; unlike attract/like repel; induced magnetism attracts; iron,steel,cobalt,nickel; force N qualitatively.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare a permanent magnet with an iron sample in and out of the field.

Planned learner game exercise

Sort materials and test labelled pole configurations; predict induction and loss of magnetism.

Independent practice

Explain three magnet interactions and identify a valid test for a permanent magnet.

Original practice example · Shared

Predict interactions for N–N and N–S poles of permanent magnets.

Show working and model answer

Working / reasoning

Like poles repel; unlike poles attract.

Answer

N–N repels; N–S attracts.

Exit check and success criteria

Three predictions correct and induction explanation does not claim every metal is magnetic.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All metals are attracted; induced iron repels either pole; breaking a magnet isolates a single pole.

Practical preparation

Optional magnets/material observations; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

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MG-02 · MG-U1 · Planned

Mapping magnetic fields

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Use a compass to plot field direction; interpret line density and Earth’s magnetic field.

8463 §§4.7.1.2 / 8464 §§6.7.1.2

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,2.6; MS5b.

Needs firstMG-01

Explanation

A compass north-seeking end indicates local magnetic field direction. Outside a bar magnet, arrows run from north to south and line density represents strength in the drawing. Lines describe a field model, not visible material threads.

Concepts, equations and units: Field direction defined by force on north test pole; outside bar magnet N→S; strongest near poles; model field lines.

Prediction, demonstration and game exercise

Predict, observe, explain

Plot compass directions point by point; show Earth’s compass alignment as evidence for a magnetic interior.

Planned learner game exercise

Place virtual compass samples, trace field curves and compare strengths at distances.

Independent practice

Draw two annotated field diagrams and explain compass orientation.

Original practice example · Shared

Which way do field arrows run outside a bar magnet, and where are lines most densely drawn?

Show working and model answer

Working / reasoning

The direction is the force on a north test pole; field is strongest near the poles.

Answer

North to south outside; densest near poles.

Exit check and success criteria

Consistent arrows, denser lines near poles and correct direction definition.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Field lines are strings; compass points at the nearest drawn line; magnetic and geographic north are identical concepts.

Practical preparation

Optional compass field plotting; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-03 · MG-U1 · Planned

Current, solenoids and electromagnets

ScopeShared + Separate Physics devices
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Sketch current-produced fields; predict effects of current, distance, coil shape and iron core; P: interpret device diagrams.

8463 §§4.7.2.1 / 8464 §§6.7.2.1

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,2.2; MS5b.

Needs firstMG-02,EL-01

Explanation

A current produces a surrounding magnetic field. Shaping the conductor into a solenoid combines effects into a strong interior field; an iron core strengthens it. Reversing current reverses field direction. Device diagrams are an extra separate-Physics requirement.

Concepts, equations and units: A,T when quantified later; straight-wire circular field; solenoid strong approximately uniform interior; core strengthens field.

Prediction, demonstration and game exercise

Predict, observe, explain

Reverse current to reverse directions; compare wire, solenoid and iron-core models.

Planned learner game exercise

Build an electromagnet for a lifting target with labelled current/core choices; P diagnose a relay or bell diagram.

Independent practice

Draw wire/coil fields and explain two strengthening changes; P one device causal chain.

Original practice example · Shared

Name two changes that can strengthen the model solenoid’s magnetic effect.

Show working and model answer

Working / reasoning

Increase current within safe apparatus limits; insert an iron core. The coil arrangement also strengthens the interior effect.

Answer

Greater current and an iron core are valid choices.

Exit check and success criteria

Correct directions for supplied current and explanation identifies current/core; P device explanation complete.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Any coil becomes a permanent magnet; magnetic effect requires motion of the whole wire; detailed device interpretation is shared specification.

Practical preparation

Optional low-voltage electromagnet investigation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-U2 · Motor effect

Unit page →

MG-04 · MG-U2 · Planned

Motor effect and Fleming’s left-hand rule

ScopeShared Higher
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Predict conductor-force direction; calculate force for a perpendicular conductor; identify factors controlling magnitude.

8463 §§4.7.2.2 / 8464 §§6.7.2.2

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS3b,3c,5b.

Needs firstMG-03,FM-01,EL-02

Explanation

The motor effect is a force on a current-carrying conductor in a magnetic field. Field, conventional current and force directions are mutually perpendicular in the standard setup. The supplied F = BIl relation assumes the conductor is perpendicular to the field.

Concepts, equations and units: F=BIl at 90°; N,T,A,m; left-hand field/current/force directions; conventional current.

Prediction, demonstration and game exercise

Predict, observe, explain

Reverse current and field separately; observe force reversal and compare two lengths.

Planned learner game exercise

Set current, field and wire length to move a cargo rail in a specified direction.

Independent practice

Three F/B/I/l calculations and two direction checks.

Original practice example · Shared Higher

A perpendicular wire has B = 0.20 T, I = 3.0 A and length 0.10 m in the field. Find force.

Show working and model answer

Working / reasoning

F = BIl = 0.20 × 3.0 × 0.10.

Answer

0.060 N.

Exit check and success criteria

Two calculations and both orientations correct; applicability condition stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Force always along current; use electron flow as conventional-current direction; same formula valid for parallel orientation.

Practical preparation

Optional teacher-led low-voltage motor-effect demo; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-05 · MG-U2 · Planned

Electric motors

ScopeShared Higher
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain coil rotation through forces on opposite sides; connect electrical work to mechanical output.

8463 §§4.7.2.3 / 8464 §§6.7.2.3

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.6.

Needs firstMG-04

Explanation

Forces on opposite sides of a current-carrying coil form a turning effect. The motor converts electrical work into mechanical output with some dissipation. A simple continuous DC motor reverses the relevant coil current as it turns so the turning effect continues.

Concepts, equations and units: Motor-effect forces and moments; N and N m qualitatively; split-ring role can support explanation but no extra motor design equations.

Prediction, demonstration and game exercise

Predict, observe, explain

Freeze a coil at several orientations and label opposite forces; show reversal for continuing rotation.

Planned learner game exercise

Repair coil polarity/contacts in a model motor then predict rotation on field reversal.

Independent practice

Annotated motor diagram and energy-transfer explanation.

Original practice example · Shared Higher

Why can a current-carrying coil rotate even though forces on opposite sides point oppositely?

Show working and model answer

Working / reasoning

The forces act on different sides of the pivot, so their moments can act in the same rotational direction.

Answer

Opposite forces form a turning effect on the coil rather than simply cancelling rotation.

Exit check and success criteria

Opposite-side forces give consistent turning direction and energy accounting includes surroundings.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Both sides feel the same-direction force; a motor creates energy; every motor turns continuously without commutation.

Practical preparation

Optional safe model motor demonstration; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-06 · MG-U2 · Planned

Loudspeakers and headphones

ScopeSeparate Physics Higher
Difficulty3 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain moving-coil conversion from changing current to pressure variations.

8463 §§4.7.2.4 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.6; MS4a.

Needs firstMG-04,WA-06,EL-07

Explanation

A changing current in the loudspeaker coil produces a changing force in its magnetic field. The coil and cone vibrate, making pressure variations in air. Pitch follows oscillation frequency; increasing amplitude is a different change.

Concepts, equations and units: Motor effect; AC current A, frequency Hz; coil/cone displacement; no acoustic power formula.

Prediction, demonstration and game exercise

Predict, observe, explain

Show current trace, coil force and cone motion with consistent phase-labelled model.

Planned learner game exercise

Match electrical frequency to cone motion and sound-pressure waveform; diagnose reversed or missing components.

Independent practice

Explain a four-stage current→force→vibration→sound chain and interpret a waveform.

Original practice example · Separate Physics Higher

A loudspeaker is driven by an AC signal at 500 Hz in the model. What frequency is the cone’s driven oscillation?

Show working and model answer

Working / reasoning

The alternating force follows the drive signal; the model cone oscillates at the supplied drive frequency.

Answer

500 Hz.

Exit check and success criteria

All four links correct and sound frequency tied to drive frequency.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Sound carries the electrical current to the ear; loudspeakers use the generator effect; amplitude changes necessarily change pitch.

Practical preparation

Optional low-volume loudspeaker observation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-U3 · Generator effect and transformers

Unit page →

MG-07 · MG-U3 · Planned

Induced potential and opposing change

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain when p.d./current are induced; predict directions and magnitude changes; explain opposition to the causing change.

8463 §§4.7.3.1 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,2.2,3.6.

Needs firstMG-03,EL-02

Explanation

Induced p.d. requires relative motion or changing magnetic field conditions. A closed circuit is needed for induced current. The induced current’s field opposes the change causing it, linking induction to energy conservation and resisting easy energy creation.

Concepts, equations and units: Induction needs changing field through/relative to conductor; p.d. V, I A; closed circuit needed for current; no flux-rate formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Move magnet into/out of coil then hold it still; compare open/closed circuits and speeds.

Planned learner game exercise

Choose magnet motion, coil turns and field strength for a supplied output; label induced polarity and opposing response.

Independent practice

Four prediction cases and a conservation-based explanation of mechanical resistance.

Original practice example · Separate Physics Higher

A magnet is held still beside a stationary coil with an unchanging field. Is a p.d. continuously induced?

Show working and model answer

Working / reasoning

There is no change in the relevant magnetic field configuration or relative motion.

Answer

No continuous induced p.d. in this stated setup.

Exit check and success criteria

Three predictions correct, stationary case zero and open-circuit p.d. distinguished from current.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Any magnet beside a coil induces current; induced field opposes the field itself rather than its change; current exists in an open circuit.

Practical preparation

Optional magnet–coil–meter investigation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-08 · MG-U3 · Planned

Generators, alternators and microphones

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain alternator AC and dynamo DC outputs; interpret p.d.–time graphs; explain moving-coil microphone.

8463 §§4.7.3.2–4.7.3.3 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.2,3.6; MS4a.

Needs firstMG-07,MG-06

Explanation

An alternator produces alternating p.d.; a dynamo’s connections give unidirectional output which can still vary in magnitude. A moving-coil microphone uses induction to turn sound-driven mechanical motion into an electrical signal, the reverse conversion direction of a loudspeaker.

Concepts, equations and units: Generated p.d. V against time s; AC alternates sign, dynamo unidirectional pulsing DC; microphone pressure→motion→induction.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare rotating-coil connection models and corresponding traces; reverse microphone conversion chain.

Planned learner game exercise

Select an alternator/dynamo for supplied output requirement and order microphone signal stages.

Independent practice

Draw/interpret two generator traces; write a microphone explanation contrasting loudspeaker.

Original practice example · Separate Physics Higher

A generator trace stays nonnegative but rises and falls repeatedly. Can this be DC?

Show working and model answer

Working / reasoning

DC means unidirectional; it need not be a perfectly constant value.

Answer

Yes: a pulsating unidirectional DC output is possible.

Exit check and success criteria

Correct output signs and complete microphone chain, with energy supplied by mechanical input.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Dynamo DC must be perfectly constant; microphone uses motor effect to create sound; generators create charge.

Practical preparation

Optional safe generator/microphone demonstrations; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

MG-09 · MG-U3 · Planned

Transformers and quantitative transmission

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain AC transformer action; calculate turns/p.d. ratios and ideal power/current changes; connect to Grid losses.

8463 §§4.7.3.4 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS1c,3b,3c.

Needs firstMG-07,EL-09

Explanation

Alternating current in a primary coil changes the core field and induces secondary p.d. The turns ratio sets the p.d. ratio. Ideal power equality means stepping voltage up steps current down for the same transferred power; real losses must be stated separately.

Concepts, equations and units: Vp/Vs=np/ns; ideal VpIp=VsIs; V,A,W; alternating core field; actual efficiency separately stated.

Prediction, demonstration and game exercise

Predict, observe, explain

Show two coils on iron core; predict step-up/down voltages, distinguish ideal from measured power.

Planned learner game exercise

Choose turns and current ratings for a model distribution chain; compare cable loss at fixed transmitted power.

Independent practice

Three transformer/ideal-power problems plus a Grid explanation; use I²R from EL-08.

Original practice example · Separate Physics Higher

An ideal transformer has 100 primary turns and 500 secondary turns with 12 V input. Find output p.d.

Show working and model answer

Working / reasoning

Vp/Vs = np/ns; Vs = 12 × 500/100.

Answer

60 V.

Exit check and success criteria

Two calculations correct, step-up implies lower secondary current for ideal fixed power, and AC requirement explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Transformer works continuously on DC; more turns create power; ideal input/output equality asserted for real lossy device.

Practical preparation

Optional approved low-voltage transformer demonstration; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

Sources and full programme

Sources checked 30 September–1 October 2026. Specifications govern content; textbooks supplement it. England has no single prescribed Physics course book. The full planning document includes sourced comparisons of Collins separate Physics and Trilogy books, Hodder/Hachette Physics and Oxford Physics listings, with access/approval limitations.

Download the complete Markdown programme and coverage matrix

A subsection map is proposed coverage. Clause-level educator review, item moderation, model validation and hands-on provision remain release gates. No all-board alignment or exam-board endorsement is claimed.