Australian International School Singapore

Year 12 HSC Physics

Assessment Task 1 Eddy Currents Investigation

Weighting = 25%
The following outcomes will be assessed in this task:
H11

designs an investigation that allows valid and reliable data to be collected

H12

evaluates ways in which accuracy and reliability could be improved in investigations

uses terminology and reporting styles appropriately to communicate information and understanding
assesses the validity of conclusions drawn from gathered data and information

H13
H14

Key Concepts:
An eddy current is a phenomenon caused by a moving magnetic field intersecting a conductor or vice-versa. The
relative motion causes a circulating flow of electrons, or induced current, within the conductor. These circulating
currents create electromagnets with magnetic fields that oppose the change in the external magnetic field (Lenz's
Law). The stronger the magnetic field, the greater the speed with which the magnetic flux changes, or greater the
electrical conductivity of the conductor, the greater the currents developed and the greater the opposing force and
dissipation (loss) of energy.
Eddy currents are used to advantage in the braking mechanism at the end of some roller coasters; this mechanism
has no mechanical wear, and produces a very precise braking force. Typically heavy copper plates extending from the
car are moved between pairs of very strong permanent magnets.
Eddy currents, however, are a nuisance in electrical transformers where iron cores are needed to improve the flux
linkage between the primary and secondary coils but the production of eddy currents in the iron core contributes to
the loss of electrical energy. (Most energy loss is in the form of heat.)
Task:
Use available resources to:
1. Conduct a first-hand investigation (experiment) into ONE ONLY of EITHER eddy current braking OR eddy
current losses in the iron core of transformers, and present a full research report.
2. Complete a second-hand investigation (research task)

First-Hand Investigation Option #1: Eddy Current Braking

Part 1 Planning and Conducting a First-Hand Investigation
Your investigation will commence with you selecting a suitable design for an experimental method which will allow
for:
1. Creating relative motion between conductor and source of magnetic field
2. Varying relevant variables.(eg. type of metal, thickness of metal, width of slots in metal, etc.)
3. Measuring the magnitude of the braking effect, and hence
4. Evaluate the effect on braking force of:
(i)
the magnetic field strength, B, associated with the permanent or electromagnets
(ii)
the conductivity (as regulated by thickness or type of material) in the conductor
5. Ensuring that accurate and reliable results are obtained
* Some simple experimental designs that can be utilized as a starting point to generate ideas on how you might
achieve a suitable set-up can be found by navigating the following path on MOSS: Shared Files>All

Students>Resources>Science>HSC Physics>Assessment Tasks>Task 1 Eddy Currents

Investigation>Resources Files

The school can supply:

Insulated wire and connecting wire; solder and soldering iron; copper sheet; basic tools; screws and nails; digital
camera, light gates and data logger, stroboscope (if needed); limited (in size, number and strength) magnets and
electromagnets; stop watches.
You need to supply all other materials required to complete the investigation.
OR

First-Hand Investigation Option #2: Eddy Current Losses in the Iron Core of Transformers
Your investigation must incorporate a suitable design for an experimental method which will allow for:
1. Measuring voltages and currents in primary and secondary coils of transformers
2. Varying relevant variables (eg. type of iron laminations core type or shell type ; number or thickness of
laminations, thickness of insulating layers, amount of electrical energy to be transformed, etc.)
3. Determining the efficiency of the energy transfer between the primary and secondary coils of
the transformer, and hence,
4. Evaluate the effectiveness of the iron core configuration in minimizing eddy current losses.
5. Ensuring that accurate and reliable results are obtained
The school can supply:
Enameled wire and connecting wires; multimeters, ammeters, voltmeters, voltage and current sensors, data logger,
CRO; limited (in number) pre-wound coils, old transformer iron core lamination sets.
You may need to supply/utilize other materials to complete your investigation.
THE FOLLOWING SECTION IS COMPULSORY FOR ALL STUDENTS.
Part 2 Magnetic Induction Research Paper

Inthispartoftheassessmenttaskyouareaskedtofindoutmoreaboutmagneticinductionandsomeof
thedifferentapplicationsitisputtointhemodernworld.
Specifically:
1. OutlineMichaelFaradaysdiscoveryofthegenerationofanelectriccurrentbyamovingmagnet.
2. Describetheconceptofmagneticfluxandhowitrelatestomagneticfluxdensity(B)andsurface
area(A).
3. OutlineLenzsLawandaccountforLenzsLawintermsofconservationofenergy.
4. Outlinehowmagneticinductionisusedincooktopsinelectricranges.
5. Discusstheneedforstepupandstepdowntransformersinthetransferofelectricalenergyfroma
powerstationtoitspointofuse.
Yourwrittenormultimediareportwillcontainthefollowinginformation(onseparatepagesorsub
sections):
A. Experiment Report:
1. A Title page or screen.
2. Abstract that summarizes the big picture and how this leads to the Aim.
3. Aim that clearly states the purpose of the investigation and includes the variables to be tested.
4. Hypothesis where independent and dependent variables are identified and the prediction/hypothesis clearly
identifies a cause-and effect relationship between these two variables.
5. Suitable Method where all steps are included and clearly described in a logical sequence.
6. Results table where detailed data are recorded, and appropriate units are used.
7. Interpretation and Analysis where patterns/trends/discrepancies are identified; relevant graphs are
drawn; strengths and weaknesses of approach and potential sources of error are identified; changes to the
original plan are identified and justified.
8. Conclusion that explains cause-and-effect relationship between dependent and independent variables;
alternative explanations are identified; hypothesis is supported or rejected.
B. Research Paper:

1. Writeadetailedanswertoeachquestion.
2. Writeoutaproperlyreferencedbibliographylistingallsources(MINIMUMOF3)youhaveusedin
writingyouranswers.
Due Date: No later than 3.30
3.15 pm on Friday 05/03/2010
27/02/15

Marking Rubric - Eddy Current Investigation

Beginning
(01)
Abstract /
Introduction

Aim / Purpose

Experimental
Hypothesis

Thereisnodiscussionofthe
importance/backgroundor
purposeoftheinvestigation.

(01)
Studentomitstheaimorstates
anaimthatdoesnotrelatetothe
problemset.

(01)
Nohypothesishasbeenstatedor
hypothesisdoesnotpredictany
clearrelationship(s).
(03)

Experimental
Design

Conclusion

Research
Questions

Total:

Accomplished

Exemplary

(2)

(3)

(4)

Thereissomediscussionofthe
backgroundorpurposebutlacks
clearexplanationofthe
importanceorgoalofthe
investigation.
(2)
Statesanaimbutitisnotagoal
statementwiththeclearlystated
variables.

(2)
Hypothesizedrelationship
betweenthevariablesandthe
predictedresultshasbeenstated,
butappearstobebasedon
flawedlogic.

Importanceoftheinvestigationis
discussedbutthebig
picture/reasonorhowitrelatesto
thecurriculumorrealworldisnot
clearlystated.
(3)
Statesanaimrelatedtothe
problemsetfortheinvestigation,
butisnotacleargoalstatement
withthevariablestobetested
(3)
Hypothesizedrelationshipbetween
thevariablesandthepredicted
resultsisreasonablebasedon
generalknowledgeand
observations.

Conveysimportanceofthe
investigation.Startswiththe
bigpicture,andexplains
howthisleadstothe
purposeoftheinvestigation.
(4)
Clearly statesthecorrect
aimfortheinvestigation,
whichincludesthevariables
tobetested.
(4)
Hypothesizedrelationship
betweenthevariablesand
thepredictedresultsisclear
andreasonablebasedon
scientificprinciples.

(47)

(811)

(1215)

Nomethodormaterials;
Experimentaldesignisnot
relevanttothehypothesis.

Experimental design isrelevant to

thehypothesis,butisnota
completetest;orlackslabeled
diagramofsetupormaterials
arenotlisted

Experimental design isadequateto

testthestatedhypothesis,but
leavessomeunansweredquestions;
orlackslabeleddiagramofsetup
ormaterialsarenotlisted

(05)
DataarenotshownORare
inaccurateORnotrepresentedin
appropriateform

(610)
Dataispresentedclearlybutin
anunlinedtableorchart;ormay
havemissingorinaccuratedata,
labelsorunits,noestimationof
error;graphsinaccuratein
displayofdata

(1116)
Accurate representationofthedata
insuitabletablesandgraphs;tables
&graphsaresuitablytitledand
labeled;someunitsnotshown,
errorsincorrectlystated,orgraphs
inaccuratelydrawneg.lineofbest
fitnotindicated.

(613)

(1420)
Awrittenparagraph, with
explanationsthatinclude
supportingevidencewithdata,but
missingbigpicture,scientificerror
orfurtherexperiments.Vocabulary
usedcorrectly.

Experimental design isa

wellconstructedtestofthe
statedhypothesiswithclear
&concisedirectionsand
labeleddiagramofsetup;
experimentcanclearlybe
replicated;materialsare
included
(1720)
Accuraterepresentationof
thedatainsuitabletables
andgraphs,allsuitablytitled
andlabeled;correctunits
anddeterminationof
amountoferrorshownfor
allquantitiesmeasured;
accurateandappropriate
graphingeg.lineofbestfit.
(2125)
Completedescriptionof
whatoccurredinthe
experiment,statedin
completesentences.Data
usedaccuratelyinreporting
theresults(withscientific
errorfactoredin),and
endswiththebigpicture,
possiblefurtherexperiments
orunansweredquestions.

Data / Results

Interpretation
/ Analysis /

Developing

Student Name: _________

(05)
Explanationofdataisnot
attemptedorshowslittleeffort
andreflection.

Incompletedescriptionofwhat
occurredinexperiment;doesnot
accuratelyusethedatatoassess
results;relevantvocabularynot
usedorusedcorrectly.

(02)

(34)

(56)

(78)

Theconclusionismissingordoes
notfullyexplaintheobjectiveof
theinvestigation.Relevant
vocabularymissing(Only12
sentences)

Aconclusionthat explainsthe
aimbutdoesnotaccuratelyuse
thedataorresultstosupportit.
Relevantvocabularynotusedor
usedcorrectly.

Conclusionincludeswhetherthe
experimentalresultssupportedthe
hypothesisandwhatwaslearned
fromtheexperiment.

Clear,conciseconclusion
includeswhetherthe
experimentalresults
supportedthehypothesis,
possiblesourcesoferror,
andwhatwaslearnedfrom
theexperiment.

(05)

(610)

(1116)

(1720)

Anattempthasbeenmadeto
communicatescientific
informationusingsomescientific
language;presentssomeofthe
informationinanappropriate
formusingsomesymbolicor
visualrepresentationwhen
appropriate;noattemptto
acknowledgeorattemptto
acknowledgesourcesof
informationisinaccurate.

Somequestionseffectively
addressed;sometimes
communicatesscientific
informationeffectivelyusing
appropriatescientificlanguage;
presentssomeinformation
appropriatelyusingsymbolic
and/orvisualrepresentation;
acknowledgessomesourcesof
informationappropriately

Mostquestionseffectively
addressed;generallycommunicates
scientificinformationeffectively
usingappropriatescientific
language;presentsmajorityof
informationappropriatelyusing
symbolicand/orvisual
representationaccurately;
acknowledgessourcesof
informationappropriately

Allquestionseffectively
addressed;consistently
communicatesscientific
informationeffectively
usingappropriatescientific
language;presentsallthe
informationappropriately
usingsymbolicand/orvisual
representationaccurately
accordingtothetask;
acknowledgessourcesof
informationappropriately

/100

Induction:
the influence of
changing magnetism

5.3 Eddy currents

Explain the production of eddy
currents in terms of Lenzs Law.

We have seen that charges moving in a magnetic field experience a force in

accordance with the right-hand palm rule (sections 4.2 and 4.3). This effect
occurs for free charges and charges within conductors. When a current-carrying
wire experiences a force within an external magnetic field, we call this the motor
effect. When charges within a wire experience a force within a changing
magnetic field, inducing a current, we call this electromagnetic induction.
Many conductors that experience a changing magnetic field and produce an
induced current are much larger than a wire. We call these induced currents
eddy currents.
Eddy currents can be produced by the relative motion of a conductor
and a magnetic field. These eddy currents are small loops of current within the
conductor. They are the same as induced currents in wires subjected to changing
magnetic flux, except that the currents are not confined to a loop of wire. These
currents are set up in accordance with Lenzs law and produce magnetic fields
that act to minimise the change in magnetic flux within the path of the current.
Figure 5.3.1 shows a square piece of copper sheet swinging like a pendulum
through a magnetic field. When this piece of metal moves through the magnetic
field, we notice that there is a braking effect, slowing its swing. After a few
swings it comes to rest. It stops much more quickly than it does when we remove
the magnetic field. To explain this situation we can use the right-hand rules or
approach the problem in terms of Lenzs law. When we use Lenzs law, we use the
right-hand grip rule for solenoids or coils to predict the direction of magnetic
fields and eddy currents.
As the copper square swings into the magnetic field on the left of Figure
5.3.1 lets consider what happens to a positive charge (as shown) on the leading
edge of the square. If this positive charge was within a piece of wire it would
experience a force F1 upwards as shown. If this was a square loop of wire, this
force would generate a conventional current moving anticlockwise around the
loop. As this charge is not confined to a wire, the charge moves upwards initially
and then loops around to form a complete circuit (an eddy current). Using the
right-hand grip rule, we can see that the eddy current (I1) shown would produce

direction of swing

I1

F2 causing
braking effect

F1

F3

I2

+
F4 causing
braking effect

Figure 5.3.1 A square metal sheet is swung through a uniform magnetic field between two bar
magnets. A braking effect is observed due to induced currents and their magnetic
fields, in accordance with Lenzs law.

106

motors and
generators
a magnetic field out of the page (indicated by the N for the north pole of the
currents magnetic field). The flow of positive charges in the direction of F1 is a
current. This current experiences a force due to the uniform magnetic field. This
force F2 opposes the motion of the copper, acting as a braking effect.
As the copper square leaves the magnetic field (on the right in Figure 5.3.1)
Lenzs law tells us that the eddy current should produce a force to slow the squares
departure from the field. The positive charge shown experiences a force F3
upwards, as shown. This causes a flow of positive charges in the direction of F3.
This current experiences a force due to the uniform magnetic field. This force F4
opposes the motion of the metal sheet, again acting as a braking effect.
If you have access to the equipment that demonstrates the situation in Figure
5.3.1, then try observing it for yourself. You may also be able to observe the
effect of cutting slots through the piece of metal swinging in the field. The slots
limit the size of the eddy currents that can be produced and therefore the size of
the induced magnetic fields, and the braking effect is considerably less. We will
meet this idea of reducing the size of eddy currents again in chapters 6 and 7.

Try this!
Racing magnets
Find two identical magnets. Get a piece of copper or aluminium sheet
and a sheet of a non-metal, such as glass, with a surface similar in
smoothness to the surface of the metal. Place the two sheets at the
same angle (say 60) to the table surface and place the magnets at the
same height on each sheet (see Figure 5.3.2). Now predict which
magnet is going to win the race and why. Now race! Did everyone agree?
Explain your observations to a friend.
aluminium or
copper

glass

60

Figure 5.3.2 Which magnet will win?

107