A student is investigating the factors affecting the torque produced by a simple DC motor. The motor consists of a coil with multiple loops of wire placed in a uniform magnetic field. The student changes one factor at a time and measures the resulting torque. Which of the following statements correctly describes the relationship between a change in a single factor and the resulting change in torque?
Doubling the number of loops of wire in the coil will halve the torque produced by the motor.
Increasing the current flowing through the coil by a factor of three will increase the torque produced by the motor by a factor of three.
Decreasing the strength of the external magnetic field will increase the torque produced by the motor.
Reversing the direction of the current flowing through the coil will increase the magnitude of the torque produced by the motor.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Physics practice question worth 1 mark, testing your understanding of Motor torque factors. It falls under How do things move without contact? in Unit 3: How do fields explain motion and electricity?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators. A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster format.
In this area of study, students examine the similarities and differences between three fields: gravitational, electric and magnetic. Students explore how positions in fields determine the potential energy of, and the force on, an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles including in a synchrotron.
Investigate, qualitatively, the effect of current, external magnetic field and the number of loops of wire on the torque of a simple motor.
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