Led by Michael Faraday Simulacrum
About this course
Magnetism and electricity were thought to be separate phenomena until 1820, when Hans Christian Oersted noticed that a current in a wire deflected a nearby compass needle. Ampère extended the result mathematically within months; Faraday inverted it a decade later by showing that a changing magnetic field induces a current; Maxwell unified it all in four equations in 1865. Within two more generations the world was electrified — motors, generators, transformers, telegraphs, telephones, radio. This course covers the GCSE treatment of electromagnetism: the physics that makes the electric motor in your washing machine spin and delivers electricity through the National Grid to your home.
This course follows AQA specification 8463, section 4.7 in full, including the physics-only (triple-science) and Higher-Tier-only content on transformers, generators, and the motor effect equation. Five simulacra take the modules in turn. Faraday opens with magnets and magnetic fields — the concept of the field is his. Ampère takes electromagnetism — his mathematical treatment of the field from a current-carrying wire is the foundation. Tesla takes the motor effect — he designed the induction motor that electrified industry. Faraday returns for the generator effect — his 1831 discovery that a changing magnetic field induces a potential difference is the basis of every power station on Earth. Maxwell closes with transformers and the National Grid, where his unified field theory underlies everything.
Higher-Tier content dominates this section. Sections 4.7.2.2 (Fleming's left-hand rule and F = BIl), 4.7.2.3 (electric motors), 4.7.2.4 (loudspeakers, physics-only), and all of 4.7.3 (induced potential, transformers, the National Grid — physics-only throughout) are Higher Tier only. Foundation Tier students cover only Modules 1 and 2 and the non-HT parts of Module 3.
Led by Michael Faraday Simulacrum
The question
What is a magnetic field, and why does a compass needle always point north?
Outcome
The student can describe the attraction and repulsion between magnetic poles, distinguish permanent from induced magnets, draw the magnetic field pattern of a bar magnet with correct direction, plot a field using a compass, and explain how the compass behaviour reveals Earth's magnetic field. (AQA 4.7.1.1, 4.7.1.2)
Led by André-Marie Ampère Simulacrum
The question
A current flowing through a wire produces a magnetic field around the wire — why, and how can this be put to use?
Outcome
The student can describe how a current produces a magnetic field, draw the field pattern for a straight wire and a solenoid with correct direction, explain how a solenoid and an iron core together make an electromagnet, and (physics only) interpret diagrams of electromagnetic devices. (AQA 4.7.2.1)
Led by Nikola Tesla Simulacrum
The question
When a current-carrying wire is placed in a magnetic field, it experiences a force — how big, in which direction, and how can this be turned into a motor?
Outcome
The student can describe the motor effect, apply Fleming's left-hand rule, apply F = BIl, explain how a current-carrying coil in a magnetic field causes rotation in an electric motor, and (physics only) explain how a moving-coil loudspeaker and headphones work. (AQA 4.7.2.2, 4.7.2.3, 4.7.2.4)
Led by Michael Faraday Simulacrum
The question
If a current creates a magnetic field, can a magnetic field create a current?
Outcome
The student can describe the generator effect, apply its principles to a moving conductor in a field, distinguish alternators from dynamos, draw and interpret pd-time graphs for both, and explain how a moving-coil microphone works. (AQA 4.7.3.1, 4.7.3.2, 4.7.3.3)
Led by James Clerk Maxwell Simulacrum
The question
How does a transformer change the voltage of an alternating-current supply — and why is that the reason the National Grid works?
Outcome
The student can describe a basic transformer, apply both the turns-ratio equation and the ideal-transformer power equation, calculate input current for a required output power, and explain why high-voltage transmission is efficient — linking the transformer's function to the operation of the National Grid. (AQA 4.7.3.4)