Magnetic Effects of Electric Current – Case-based Questions with Answers
Physics — Chapter 12: Magnetic Effects of Electric Current
20 Case-Based Questions and model answers — topic-wise, NCERT-aligned for CBSE Class 10 board exam practice.
Field patterns, Oersted’s observation, solenoids, electromagnets, Fleming’s rules, motor principle and induction.
- Field basics & Oersted (Case 1–4)
- Field due to wire/loop/solenoid (Case 5–9)
- Force on conductor, motor & commutator (Case 10–14)
- Electromagnets & applications (Case 15–17)
- Electromagnetic induction & Lenz's law (Case 18–20)
Case 1–4: Field basics & Oersted
Case 1
Scenario: A student places a compass near a bar magnet and notes the needle direction. They then bring a long straight wire carrying steady current near the compass and observe a second deflection. The student wants to know which effect (magnet or current) dominates when both are nearby.
Case 2
Scenario: Oersted repeats his experiment: a compass is placed near a wire; when current flows, the compass deflects. The class asks how to predict the sense (clockwise/anticlockwise) of deflection without trial.
Case 3
Scenario: Two parallel wires carry currents in same direction. Students notice attraction; when currents are opposite, they observe repulsion. They ask why this happens using field and force ideas.
Case 4
Scenario: A student places a compass inside a hollow current-carrying solenoid and at several outside points. They report strong alignment inside and weak alignment outside. They ask for an explanation.
Case 5–9: Field due to wire/loop/solenoid
Case 5
Scenario: In a lab, a student measures magnetic field at various distances from a long straight wire carrying constant current I and notes that doubling distance halves the measured field approximately. They ask why.
Case 6
Scenario: A circular loop produces a field at its centre used to align a small compass. The teacher asks how loop radius affects field strength, keeping current constant.
Case 7
Scenario: Two solenoids of equal current: one tightly wound (more turns per unit length) and one loosely wound. Students test compasses inside both and find stronger field in the tightly wound solenoid.
Case 8
Scenario: A coil’s current is reversed. A student asks how the magnetic poles of the coil change and how to determine new pole direction.
Case 9
Scenario: A teacher challenges students to maximize field strength inside a given solenoid without changing its length. Suggestions include increasing I or using a ferromagnetic core. Explain the physics and trade-offs.
Case 10–14: Force on conductor, motor & commutator
Case 10
Scenario: A straight conductor length L in a uniform field B carries current I perpendicular to B. The class must compute force and explore how to increase it given constraints on B and L.
Case 11
Scenario: A student builds a simple DC motor: rectangular coil, commutator and brushes. Initially it rotates, then sticks when the coil aligns with field. Why and how does commutator help?
Case 12
Scenario: Two students test motor speed with different supply voltages. One says doubling voltage doubles torque; the other says torque depends on current and field. Clarify the correct relation.
Case 13
Scenario: A coil in a motor is wound with many turns to increase performance. Explain why multi-turn armature increases torque without needing longer single straight conductor.
Case 14
Scenario: A teacher asks to explain why reversing either the field direction or the current direction reverses motor rotation, but reversing both leaves rotation unchanged.
Case 15–17: Electromagnets & applications
Case 15
Scenario: A scrapyard crane uses an electromagnet to lift iron. Explain why electromagnets are chosen over permanent magnets and describe switching behavior.
Case 16
Scenario: In a relay, a small current energises an electromagnet to close a large circuit. A student asks how a small coil current can control a larger load safely.
Case 17
Scenario: An electromagnet core remains slightly magnetised after current is removed, causing small residual attraction. Explain cause and mitigation.
Case 18–20: Electromagnetic induction & Lenz's law
Case 18
Scenario: A magnet is dropped through a conducting (non-magnetic) copper tube; the fall is noticeably slower than for a non-conducting tube. Explain why.
Case 19
Scenario: A coil is connected to a galvanometer. A bar magnet is pushed toward the coil and then held stationary. Describe galvanometer deflection sequence and explain using Lenz's law.
Case 20
Scenario: During a demonstration, a teacher moves a magnet quickly near a coil and lights a bulb momentarily. Students ask why bulb lights only during motion and how induced emf depends on speed.
