Basic Electricity & Electronics

Magnetism & Electromagnetism

1-800-Lab-Volt
www.labvolt.com

91580-R0

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Instructor Guide
 FACET®
Basic Electricity and Electronics
Magnetism and Electromagnetism
Instructor Guide
eSeries

Edition 1
91580-R0
 FIRST EDITION

First Printing, January 2009

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Magnetism and Electromagnetism Table of Contents

Introduction...........................................................................................................................................1
Magnetism .............................................................................................................................................5
The Compass ...................................................................................................................................6
Magnetic Fields ................................................................................................................................8
Making a Magnet ...........................................................................................................................11
UNIT TEST.....................................................................................................................................13
Electromagnetism ..............................................................................................................................15
The Electromagnet .........................................................................................................................16
The Solenoid ..................................................................................................................................18
The Relay .......................................................................................................................................20
UNIT TEST ....................................................................................................................................23
Appendix A – Pretest and Posttest Questions and Answers .........................................................25
Appendix B – Faults and Circuit Modifications (CMS)....................................................................29

Instructor Guide
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Table of Contents Magnetism and Electromagnetism

Instructor Guide
viii FACET by Lab-Volt
Magnetism and Electromagnetism Introduction

Introduction
Fault Assisted Circuits for Electronics Training (FACET) curriculum is multimedia-based courseware. The
curriculum gives students hands-on experience using equipment and software closely associated with
industry standards. It provides students with opportunities for instruction in academic and technical skills.
All courses are activity-driven curricula and consist of several units containing two or more exercises.
Units begin with an objective or statement explaining the overall goal of the unit. This is followed by a
fundamentals section.
Exercises consist of the following sections: an objective, a discussion area, a procedure activity, and a
conclusion. Each exercise also includes a set of review questions. Any available circuit modifications
(CMs) and faults are listed after these review questions.
When students complete all of the exercises in a unit, they take a Unit Test. At the beginning and end of
the course, there are additional assessment tools. The Pretest and Posttest include questions from every
unit in the course.
This Instructor Guide provides a unit-by-unit outline of the FACET curriculum. The guide enables the
instructor to gain a general understanding of the units within the course and includes the following
information:
♦ Unit objective
♦ Fundamentals questions and answers
♦ New terms and words for the unit
♦ Equipment required for the unit
♦ Exercise objective
♦ Discussion questions and answers
♦ Procedure questions and answers
♦ Review questions and answers
♦ Circuit Modifications (CMs) and Faults available
♦ Test questions and answers
♦ Troubleshooting questions and answers (where applicable)

Appendices include the questions and answers to the Posttest plus additional specific information on
faults and circuit modifications (CMs).

Instructor Guide
FACET by Lab-Volt 1
Introduction Magnetism and Electromagnetism

Equipment and Supplies

The following equipment and supplies are needed for this course:

Quantity Description
1 FACET base unit
1 Course circuit board
1 Multimeter
1 Student Workbook (optional)
1 Instructor Guide

Equipment Installation
To install the hardware, refer to the FACET Installation Instructions that came with your equipment.

Software Installation
If third party software is included with the course, refer to the manufacturers’ directions for installation
instructions. Remember to register all software as required.

Board Troubleshooting
The FACET equipment is carefully designed, manufactured, and tested to assure long, reliable life. If you
suspect a genuine failure in the equipment, the following steps should be followed to trace a problem.
A. Always insert the board into a base unit before attempting to use an ohmmeter for troubleshooting.
The schematic diagrams imprinted on the boards are modified by the absence of base unit switch
connections; therefore, ohmmeter checks will produce erroneous results with disconnected boards.
Do not apply power to the base unit when you perform resistance checks.
B. Information describing fault switch functions is provided in Appendix B in this instructor guide.

FACET Resources
Students are provided with a variety of supplemental information or resources pertaining to specific topics
discussed throughout the course. The reference materials, charts, and background information can be
found in the course menu under the Resources title.

Instructor Guide
2 FACET by Lab-Volt
Magnetism and Electromagnetism Introduction

Safety
Safety is everyone’s responsibility. All must cooperate to create the safest possible working environment.
Students must be reminded of the potential for harm, given common sense safety rules, and instructed to
follow the electrical safety rules.
Any environment can be hazardous when it is unfamiliar. The FACET computer-based laboratory may
be a new environment to some students. Instruct students in the proper use of the FACET equipment
and explain what behavior is expected of them in this laboratory. It is up to the instructor to provide the
necessary introduction to the learning environment and the equipment. This task will prevent injury to both
student and equipment.
The voltage and current used in the FACET Computer-Based Laboratory are, in themselves, harmless
to the normal, healthy person. However, an electrical shock coming as a surprise will be uncomfortable
and may cause a reaction that could create injury. The students should be made aware of the following
electrical safety rules.
1. Turn off the power before working on a circuit.
2. Always confirm that the circuit is wired correctly before turning on the power. If required, have your
instructor check your circuit wiring.
3. Perform the experiments as you are instructed: do not deviate from the documentation.
4. Never touch “live” wires with your bare hands or with tools.
5. Always hold test leads by their insulated areas.
6. Be aware that some components can become very hot during operation. (However, this is not a
normal condition for your FACET. course equipment.) Always allow time for the components to cool
before proceeding to touch or remove them from the circuit.
7. Do not work without supervision. Be sure someone is nearby to shut off the power and provide first
aid in case of an accident.
8. Remove power cords by the plug, not by pulling on the cord. Check for cracked or broken insulation
on the cord.

Instructor Guide
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Introduction Magnetism and Electromagnetism

Instructor Guide
4 FACET by Lab-Volt
Magnetism and Electromagnetism Magnetism

Magnetism
UNIT OBJECTIVE
Describe and demonstrate the effects of magnetism by using magnets and a compass.

UNIT FUNDAMENTALS
When opposite poles are placed close together, in which direction do the magnets tend to move?
a. toward each other
b. away from each other

If you broke a magnet into 4 pieces, how many poles would there be?
a. 4
b. 8
c. 16

CMS AVAILABLE
None

FAULTS AVAILABLE
None

NEW TERMS AND WORDS

magnets – objects having a magnetic field that attracts or repels magnetic materials.
attractive force – a force that tends to pull 2 objects toward each other. A magnet’s pole attracts
magnetic objects or the opposite pole of another nearby magnet.
repulsive force – a force that tends to push 2 objects away from each other. A magnet’s pole repels the
similar pole of another nearby magnet.
pole – the area on a magnet where magnetic force is strongest. Every magnet has 1 north pole and 1
south pole.
lines of force – invisible lines that represent the strength and density of a magnetic materials.
magnetic field – an area where magnetic force is present.
permanent magnets – pieces of hardened steel or other magnetic material which has been so strongly
magnetized that they retain the magnetism indefinitely.
temporary magnet – a magnet whose field quickly loses its magnetic power.

EQUIPMENT REQUIRED
FACET base unit
Multimeter
MAGNETISM/ELECTROMAGNETISM circuit board

Instructor Guide
FACET by Lab-Volt 5
Magnetism Magnetism and Electromagnetism

The Compass

EXERCISE OBJECTIVE
Explain and demonstrate the function of a compass by using a bar magnet. Verify results with a compass.

EXERCISE DISCUSSION
Since the compass’s north pole points to the earth’s north magnetic pole, then the earth’s north magnetic
pole must be a magnetic
a. north pole.
b. south pole.

What type of force does Earth’s magnetic south pole have on the north pole of a compass?
a. attractive
b. repulsive

EXERCISE PROCEDURE
9. Does the north pole (colored end) of the compass needle point in the same direction as one end of
the bar magnet?
a. yes
b. no

10. Which pole of the bar magnet is pointing in the same direction as the compass needle’s north pole?
a. north
b. south
c. cannot be determined

12. Have you confirmed that magnetic north is actually the south pole of Earth’s magnet?
a. no
b. yes

14. Which pole of the compass needle is attracted to the bar magnet’s north pole?
a. south
b. north
c. both

15. Based on your observations, can a compass be used to identify the poles of another magnet?
a. yes
b. no

REVIEW QUESTIONS
1. The ends of a compass needle point
a. north only.
b. south only.
c. north and south.
d. None of the above.

Instructor Guide
6 FACET by Lab-Volt
Magnetism and Electromagnetism Magnetism

2. How can you determine the north pole of a bar magnet?

a. Determine which pole is repelled by a compass needle’s north pole.
b. Determine which pole is repelled by the known north pole of another magnet.
c. Loosely suspend the bar magnet until one end points to magnetic north.
d. All of the above.

3. Why does a freely suspended bar magnet point in a north-south direction?

a. It aligns with the north and south poles of Earth’s magnet.
b. It opposes Earth’s east and west poles.
c. The magnet’s north pole is repelled by magnetic north.
d. The magnet’s north pole is attracted by magnetic south.

4. What function can you perform with a compass?

a. detect the presence of magnets
b. identify the poles of a magnet
c. establish directions
d. All of the above.

5. If a compass is right next to a bar magnet, the needle’s colored end points to
a. magnetic north.
b. magnetic south.
c. the bar magnet’s south pole.
d. the bar magnet’s north pole.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
FACET by Lab-Volt 7
Magnetism Magnetism and Electromagnetism

Magnetic Fields

EXERCISE OBJECTIVE
Identify the invisible field around a magnet by using iron filings. Verify results by observing patterns
formed by the filings.

EXERCISE DISCUSSION
Midway between the poles, the lines are farthest apart, so the magnetic force here is
a. strongest.
b. weakest.
c. independent of the distance from the poles.

The drawing shows that, in the presence of a magnet, the iron filings
a. are repelled by the magnet.
b. are attracted to the north pole only.
c. align themselves with the magnet’s field.

EXERCISE PROCEDURE
2. Use the compass to identify the poles of both magnets. Which pole of each bar magnet attracts the
north pole (colored end) of the compass needle?
a. north
b. south

5. Can you feel a force acting on the magnets?

a. yes
b. no

6. What type of force is present?

a. attractive
b. repulsive

8. What type of force do you feel now?

a. attractive
b. repulsive
c. None

9. What type of force would you feel if you brought the two south poles together?
a. attractive
b. repulsive
c. None

12. What happens to the filings?

a. They are repelled by the magnet.
b. They are attracted to the middle of the magnet.
c. They are attracted to the magnet’s poles.

13. Which figure best represents the alignment of the iron filings?
a. A
b. B
c. C

Instructor Guide
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Magnetism and Electromagnetism Magnetism

14. What causes this particular alignment of the iron filings?

a. Earth’s magnetic field
b. the magnet’s north pole
c. the magnet’s south pole
d. the magnet’s magnetic field

19. Which drawing best represents the pattern formed by the filings?
a. A
b. B

20. The lines of force appearing along the length of each magnet represent
a. a repulsive force.
b. the magnetic field of each magnet.
c. random orientation of the filings.

21. The lines of force between the north pole of one magnet and the south pole of the other represent
a(n)
a. attractive force.
b. repulsive force.

24. Which drawing best represents the pattern formed by the filings?
a. A
b. B

25. What type of force is shown between the 2 south poles?

a. attractive
b. repulsive

26. What did the iron filing patterns demonstrate?

a. The same type of force exists between similar poles and opposite poles.
b. The type of force between magnets depends on whether the adjacent poles are similar or
opposite.
c. The fields of adjacent magnets cancel each other.

REVIEW QUESTIONS
1. You can show the configuration of 2 interacting magnetic fields by using
a. a compass.
b. a third magnet.
c. two other magnets.
d. loose iron filings.

2. Which pattern best represents the resulting magnetic fields?

a. A
b. B
c. C
d. D

Instructor Guide
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Magnetism Magnetism and Electromagnetism

3. Which poles of these magnets must be facing each other in order to give the field pattern shown?
a. north to north
b. south to south
c. north to south
d. cannot be determined

4. Which iron filing pattern best represents the magnetic field of a horseshoe magnet?
a. A
b. B
c. C
d. D

5. If 4 bar magnets were arranged in the configuration shown, what type(s) of forces would be present in
the highlighted area?
a. attractive
b. repulsive
c. attractive and repulsive
d. None, the attractive and repulsive forces cancel each other.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
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Magnetism and Electromagnetism Magnetism

Making a Magnet

EXERCISE OBJECTIVE
Make a magnet by using parts included with the MAGNETISM/ELECTROMAGNETISM circuit board.
Verify results with an ordinary paper clip.

EXERCISE DISCUSSION
What other object aligns with a magnetic field?
a. a compass needle
b. iron filings
c. Both of the above.

EXERCISE PROCEDURE
2. Which pole of the magnet attracts the north pole of the compass needle?
a. north
b. south

7. Does the nail attract and pick up the paper clip?

a. yes
b. no

9. Do both ends of the nail attract the paper clip?

a. yes
b. no

11. Which end attracts the compass needle’s north pole?

a. head
b. point

12. Since the needle’s north pole is attracted to the nail’s head, the nail head must be the temporary
magnet’s
a. north pole.
b. south pole.

13. When you used the bar magnet to magnetize the nail, the bar magnet’s ends were adjacent to the
ends of the nail. Were the adjacent ends of the bar magnet and the nail similar or opposite poles?
a. similar
b. opposite

14. Pick up the nail and strike it on a hard surface. To avoid injury to yourself and others, hold the nail
tightly. Does it still attract the paper clip?
a. yes
b. no

15. Is the iron nail magnet you produced in this procedure a permanent or temporary magnet?
a. permanent
b. temporary
c. cannot be determined

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Magnetism Magnetism and Electromagnetism

REVIEW QUESTIONS
1. What types of poles are the nail heads?
a. A is north and B is south.
b. A is south and B is north.
c. Both are north poles.
d. Both are south poles.

2. What type of force would nail head A have on nail head B?

a. attractive
b. repulsive
c. None
d. cannot be determined

3. Which item(s) would attract a steel paper clip?

a. A and B
b. A and C
c. B and C
d. B only

4. How can you cause a temporary iron nail magnet to lose its magnetic field?
a. by using it to attract paper clips
b. by attaching it to a bar magnet
c. by attaching it to a horseshoe magnet
d. by striking it with a hammer

5. The poles of a temporary magnet are

a. similar to the adjacent poles of the magnet.
b. opposite to the adjacent poles of the magnet.
c. both north poles.
d. both south poles.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
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Magnetism and Electromagnetism Magnetism

UNIT TEST
The invisible lines of force that surround magnets are
a. north and south poles.
b. attractive forces.
c. repulsive forces.
d. its magnetic field.

The magnetic force of a bar magnet is strongest

a. at the north pole only.
b. at the south pole only.
c. at both poles.
d. halfway between the poles.

If you broke a bar magnet into 6 pieces, how many south poles would there be?
a. 2
b. 3
c. 6
d. 12

What type of force exists between the 2 facing poles shown?

a. attractive
b. repulsive
c. electrical
d. none since they are opposite poles

Which figure correctly shows the position of a compass needle placed near a horseshoe magnet?
a. A
b. B
c. C
d. D

Which figure best represents the magnetic fields between 2 horseshoe magnets with opposite poles
facing each other?
a. A
b. B
c. C
d. D

You cannot use a compass to

a. determine the strength of a magnetic field.
b. determine the direction of a magnetic field.
c. identify the north and south poles of a bar magnet.
d. identify the north and south poles of a horseshoe magnet.

Placing a magnet near loose iron filings allows you to

a. distinguish between a permanent and temporary magnet.
b. identify north and south poles.
c. determine the configuration of the field.
d. determine which direction is magnetic north.

Instructor Guide
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Magnetism Magnetism and Electromagnetism

If you remove the bar magnet and allow the nails to move freely, which figure shows the positions the
nails would assume?
a. A
b. B
c. C
d. D

Which type of magnet attracts iron filings?

a. bar magnet
b. horseshoe magnet
c. temporary magnet
d. All of the above.

Instructor Guide
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Magnetism and Electromagnetism Electromagnetism

Electromagnetism
UNIT OBJECTIVE
Describe and demonstrate electromagnetism by using electromagnetic devices. Verify results with a
solenoid and a relay.

UNIT FUNDAMENTALS
Is the conductor a permanent magnet?
a. yes
b. no

Which condition results in the strongest field?

a. minimum current
b. maximum current

CMS AVAILABLE
None

FAULTS AVAILABLE
None

NEW TERMS AND WORDS

electromagnetism – the magnetic field around a wire or other conductor when current passes through it.
left-hand rule – when the left hand is placed around a current-carrying conductor so that the thumb
points in the direction of current (electron) flow, the other fingers will point in the direction of the magnetic
field; when the fingers of the left hand are placed around an electromagnet in the direction of current
(electron) flow, the thumb will point to the north magnetic pole.
field intensity – the strength of a magnetic field.
solenoid – an electromagnet with a sliding core.
plunger – the sliding core of a solenoid.
stroke – the range of motion of a solenoid’s sliding core.
relay – an electromechanical device with contacts that are opened and closed by an electromagnet.
armature – a relay’s moving element, which is attracted by an electromagnet.
hysteresis – the difference between a device’s response to an increasing signal and a decreasing signal.
isolation – the separation between a device’s response to an increasing signal and a decreasing signal.

EQUIPMENT REQUIRED
FACET base unit
Multimeter
MAGNETISM/ELECTROMAGNETISM circuit board

Instructor Guide
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Electromagnetism Magnetism and Electromagnetism

The Electromagnet

EXERCISE OBJECTIVE
Explain the operation of an electromagnet by using a coil of wire. Verify results with a compass and an
iron nail.

EXERCISE DISCUSSION
This conductor is formed into a loop. What directions are shown for the lines of force with respect to the
conductor?
a. random
b. all are in the same direction

Which value must you decrease in order to strengthen the field (assume all other values on the
right side of the equation remain constant)?
a. applied current (I)
b. number of turns (N)
c. length of the coil (l)

What is the field intensity of a 20 mm coil with 100 turns of wire around the core and an applied current of
500 mA?
a. 2.5 ampereturns/m
b. 2500 ampere-turns/m
c. 2,500,000 ampere-turns/m

EXERCISE PROCEDURE
3. Hold the compass several inches to the right end of the coil. Is the compass needle attracted to the
coil?
a. yes
b. no

5. Is the compass needle now attracted to the coil?

a. yes
b. no

6. Which pole of the compass needle is attracted to the right end of the coil?
a. north
b. south

8. Which pole of the compass needle is attracted to the left end of the coil?
a. north
b. south

9. Based on your results, which figure shows the correct pole configuration for the energized coil?
a. A
b. B

10. What property does the electromagnet have in common with the permanent magnet?
a. a permanent magnetic field
b. one north pole and one south pole
c. a magnetic field that can be switched on and off

Instructor Guide
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Magnetism and Electromagnetism Electromagnetism

13. What kind of force can you feel acting on the nail?
a. attractive
b. repulsive
c. None

15. Hold the nail loosely in the same position, and press S1. How does the attractive force at 10 Vdc
compare to the force at 5 Vdc?
a. The force at 10 Vdc is greater.
b. The force at 5 Vdc is greater.
c. Both forces are about the same.

16. Based on your observations, what is the relationship of the electromagnet’s field strength to the
applied current?
a. directly proportional
b. inversely proportional

REVIEW QUESTIONS
1. What can you demonstrate by inserting an iron nail into an energized coil?
a. identification of north and south poles
b. the magnetic field of an electromagnet
c. attractive and repulsive forces
d. All of the above.

2. To increase the field intensity of an electromagnet,

a. reverse the direction of the applied current.
b. increase the applied current.
c. decrease the applied current.
d. reduce the number of turns.

3. What principle have you demonstrated?

a. An electromagnet’s field is proportional to the applied current.
b. You can switch an electromagnet’s field on and off by switching current on and off.
c. You can reverse an electromagnet’s field by reversing current direction.
d. An electromagnet has one north pole and one south pole.

4. What can you use to determine the north and south poles of an electromagnet?
a. a compass
b. a bar magnet with north and south poles marked
c. the left-hand rule
d. All of the above.

5. What item is not necessary to make an electromagnet?

a. an iron core
b. a conductor
c. a current source
d. All of the above.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
FACET by Lab-Volt 17
Electromagnetism Magnetism and Electromagnetism

The Solenoid

EXERCISE OBJECTIVE
Describe and demonstrate the operation of a solenoid by using an electromagnet. Verify results by visual
observations.

EXERCISE DISCUSSION
What happens to the plunger when you open the switch again?
a. It remains at position B.
b. It returns to position A.
c. It is pulled further into the coil.

EXERCISE PROCEDURE
5. What happens to the plunger when you energize the coil?
a. It stays at rest.
b. It is pulled into the coil.
c. It is pushed out of the coil.

6. Release S1, and slowly pull the plunger out of the coil. Do you feel a force resisting your pull?
a. yes
b. no

10. Release and press S1 several times. What happens to the plunger?
a. It moves into the coil and remains there.
b. It moves into the coil when you press S1 and moves out of the coil when you release S1.
c. It moves out of the coil when you press S1 and moves into the coil when you release S1.

11. Does the rubber band simulate the action of the return spring described earlier?
a. yes
b. no

REVIEW QUESTIONS
1. A solenoid is
a. an electromagnet with a fixed core.
b. an electromagnet with a moving core.
c. an electromagnet without a core.
d. not an electromagnet.

2. A solenoid produces motion by

a. attracting the core.
b. repelling the core.
c. simultaneously attracting and repelling the core.
d. alternately attracting and repelling the core.

3. A solenoid’s stroke is its

a. field strength.
b. plunger length.
c. coil length.
d. range of plunger motion.

Instructor Guide
18 FACET by Lab-Volt
Magnetism and Electromagnetism Electromagnetism

4. When the plunger is midway between positions A and B, what force is acting on it?
a. the spring
b. the electromagnet
c. both the spring and the electromagnet
d. None

5. Which method can you use to return the plunger to its original position when you de-energize
the solenoid?
a. Connect a spring between the lever and a fixed point.
b. Connect a rubber band between the lever and a fixed point.
c. Connect the lever to a small weight hanging over a pulley.
d. All of the above.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
FACET by Lab-Volt 19
Electromagnetism Magnetism and Electromagnetism

The Relay

EXERCISE OBJECTIVE
Demonstrate the operations of a relay by using several relay circuits. Verify results with visual
observations.

EXERCISE DISCUSSION
What type of switch does this configuration show?
a. SPST
b. SPDT
c. DPST

In B, the coil is energized and pulls the armature down. What does the common contact do?
a. breaks the connection to the NC contact
b. makes a connection to the NO contact
c. Both of the above.

Which feature does a relay have in common with a solenoid?

a. Both have a fixed core.
b. Both have a movable core.
c. Both translate electrical power into motion.

Pull-in (VP) and dropout (VD) occur at

a. the same voltage.
b. different voltages.

Which relay component(s) must be rated for 220 Vac operation?

a. the coil
b. the contacts
c. the coil and contacts

What happens when the circuit is broken?

a. It remains open.
b. It closes again.
c. S1 opens.

How can you make the relay drop out?

a. by pressing S1
b. by opening S2

What is the minimum amount of time you must press S1 for the relay to latch?
a. the relay’s pull-in time
b. the relay’s dropout time
c. does not matter

EXERCISE PROCEDURE
3. Press S1 several times to light the LED. When you press S1,
a. the coil circuit closes.
b. the LED circuit closes.
c. both circuits close.

Instructor Guide
20 FACET by Lab-Volt
Magnetism and Electromagnetism Electromagnetism

4. The LED lights up when S1 is

a. open.
b. closed.

5. How can you make the LED light up when S1 is open and turn off when S1 closes?
a. Reverse the LED.
b. Move the NO connection to NC on the relay.
c. Move the common connection to NC on the relay.

6. What can you demonstrate by moving the NO connection to NC?

a. You can energize a relay to switch a load either off or on.
b. Reversing a relay’s NO and NC contacts has no effect on circuit operation.
c. You need an LED to verify a relay’s operation.

10. The pull-in and dropout voltages are different because of the relay’s
a. nominal voltage.
b. separate supplies in its input and output circuits.
c. hysteresis.

11. The coil circuit and the LED circuit can have 2 different voltage sources because of the relay’s
a. pull-in time.
b. pull-in voltage.
c. isolation.

13. Press and release S1 several times. Does the circuit function as a control circuit or a latch?
a. control circuit
b. latch

14. Close S2, then press and release S1. What does the LED do?
a. remains off
b. remains on
c. continuously turns off and on

15. Why does the LED remain on after you release S1?
a. The relay contacts latch open.
b. The relay contacts latch closed.
c. S1 is normally closed.

16. What can you do to unlatch the relay?

a. open S2
b. close S1
c. remove the LED

18. What have you demonstrated?

a. You can use a momentary pulse to create a maintained contact.
b. You can use a maintained contact to create a momentary pulse.
c. You can make a relay latch regardless of the contact wiring.

20. Press and release S1 several times. The buzzer sounds when you press S1 and
a. goes off when you release S1.
b. stays on.

Instructor Guide
FACET by Lab-Volt 21
Electromagnetism Magnetism and Electromagnetism

21. The coil is energized

a. when you press S1 and the relay contacts are open.
b. when you press S1 and the relay contacts are closed.
c. as long as you keep S1 pressed.

REVIEW QUESTIONS
1. Which relay characteristic allows you to control a 220 Vac circuit with a 10 Vdc signal?
a. hysteresis
b. latching
c. isolation
d. pull-in time

2. Which schematic shows the correct wiring for a latch?

a. A
b. B
c. C
d. None of the above.

3. Hysteresis means that a relay’s

a. input voltage is greater than the output voltage.
b. dropout voltage is greater than the pull-in voltage.
c. pull-in voltage is greater than the dropout voltage.
d. pull-in voltage is greater than the nominal voltage.

4. Which sequence can you use to latch this relay on and then off?
a. Close S2; press and release S1; open S2.
b. Close S2; press and hold S1; open S2.
c. Open S2; press and release S1; close S2.
d. Open S2; close S2; open S2.

5. The force that moves the armature downward is due to

a. the spring.
b. gravity.
c. hysteresis.
d. electromagnetism.

CMS AVAILABLE
None

FAULTS AVAILABLE
None

Instructor Guide
22 FACET by Lab-Volt
Magnetism and Electromagnetism Electromagnetism

UNIT TEST
What can you do with an electromagnet’s field that you cannot do with a permanent magnet’s field?
a. switch it on and off
b. vary the field intensity
c. reverse its direction
d. All of the above.

Which figure shows the correct method for determining the direction of magnetic field lines around a
conductor when you know the current direction?
a. A
b. B
c. C
d. D

An electromagnet’s field strength is

a. directly proportional to the applied current.
b. inversely proportional to the applied current.
c. independent of applied current.
d. determined only by the number of turns of wire.

An electromagnet’s field intensity is inversely proportional to the

a. applied current.
b. coil length.
c. number of turns of wire.
d. All of the above.

Assume that a solenoid’s plunger is connected to a fixed point with an extension spring, as shown. At
what time does the spring exert force on the plunger?
a. after the plunger is pulled in
b. before the plunger is pulled in
c. at all times
d. only when you manually move the plunger

A solenoid translates
a. mechanical motion into electrical power.
b. electrical power into mechanical motion.
c. electromagnetism into current.
d. mechanical motion into an electromagnetic field.

The moving element of a relay that is pulled down is its

a. core.
b. plunger.
c. coil.
d. armature.

Which figure shows the correct schematic representation of an electromechanical relay?

a. A
b. B
c. C
d. D

Instructor Guide
FACET by Lab-Volt 23
Electromagnetism Magnetism and Electromagnetism

Suppose a solenoid were wired to a relay as shown in the help window. When you close S2 and then
press and release S1, the lever
a. latches in position A.
b. latches in position B.
c. moves to position B when you press S1 and returns to position A when you release S1.
d. does not move.

Suppose 2 relays were wired together as shown. What happens when you press S1?
a. Relay A latches.
b. Relay B latches.
c. Relay A buzzes.
d. Relay B buzzes.

Instructor Guide
24 FACET by Lab-Volt
 Appendix A

Appendix A – Pretest and Posttest Questions and

Answers
Depending on configurator settings, these questions may be randomized onscreen.
1. All magnets have a(n)
a. north and south pole.
b. east and west pole.
c. east pole only.
d. north pole only.
2. Magnets attract
a. iron and aluminum.
b. all metals.
c. aluminum and magnesium.
d. iron and some of its alloys.
3. Unlike poles of magnets
a. repel each other.
b. attract each other.
c. have no effect on each other.
d. point north.
4. The north magnetic pole of the earth’s magnet is closest to the geographic
a. north pole.
b. south pole.
c. east pole.
d. west pole.
5. You cannot use a compass to determine
a. direction.
b. the strength of a magnet’s field.
c. the north pole of a magnet.
d. the south pole of a magnet.
6. The colored end of a compass needle that points north is the needle’s
a. pivot point.
b. north pole.
c. south pole.
d. magnetized end.
7. A horseshoe magnet is an example of a
a. permanent magnet.
b. temporary magnet.
c. electromagnet.
d. none of the above
8. A bar magnet’s lines of force flow from
a. the north pole to the south pole.
b. the south pole to the north pole.
c. the middle toward the poles.
d. in random directions.
9. A bar magnet’s field is more concentrated at
a. the south pole.
b. the north pole.
c. both poles.
d. the center of the magnet.

Instructor Guide
FACET by Lab-Volt 25
Appendix A

10. Earth’s magnetic poles are

a. perfectly aligned with its geographic poles.
b. offset 90° from its geographic poles.
c. offset slightly from its geographic poles.
d. both magnetic south poles.
11. You can make an electromagnet by
a. placing a bar magnet near a conductor.
b. winding a conductor around a compass.
c. winding a conductor into a coil and connecting the ends.
d. passing current through a conductor.
12. By controlling the current applied to an electromagnet, you can
a. switch its field on and off.
b. vary the strength of its field.
c. reverse the polarity of its field.
d. all of the above
13. The purpose of winding an electromagnet’s wire into a coil is to
a. polarize the magnetic field.
b. take up less space.
c. concentrate the magnetic field.
d. reduce the current requirement.
14. You can further concentrate an electromagnet’s field by wrapping the wire around an iron bar called a
a. nucleus.
b. core.
c. concentrator.
d. pole.
15. An electromagnet whose core is allowed to slide freely inside the coil is a
a. relay.
b. solenoid.
c. horseshoe magnet.
d. compass.
16. A solenoid’s moving core is also called a(n)
a. plunger.
b. nucleus.
c. piston.
d. armature.
17. The purpose of a solenoid is to convert electrical power into
a. inductance.
b. capacitance.
c. motion.
d. heat.
18. If a solenoid is energized to move its plunger, you can return the plunger to its starting position by
a. deenergizing the coil.
b. using the return spring.
c. reversing the direction of applied current.
d. decreasing the applied current.
19. Which of the following is not a component of a relay?
a. armature.
b. sliding core.
c. switch contacts.
d. electromagnet.

Instructor Guide
26 FACET by Lab-Volt
 Appendix A

20. You can use a relay as a

a. control device.
b. buzzer.
c. latch.
d. all of the above.
21. The lowest voltage at which a relay operates is
a. half the supply voltage.
b. one third of the supply voltage.
c. its dropout voltage.
d. its pull-in voltage.
22. A relay used as a latch converts a
a. maintained pulse into a continuously cycling contact.
b. maintained pulse into a momentary contact.
c. momentary pulse into a maintained contact.
d. maintained contact into a momentary pulse.
23. You can use a relay as a buzzer by
a. adding external components to produce sound.
b. eliminating the spring.
c. wiring the coil through the normally open contact.
d. wiring the coil through the normally closed contact.
24. When a relay is used as a buzzer, sound is generated by the
a. resonance of the spring.
b. vibration of the coil.
c. cycling of the contacts.
d. all of the above.
25. Which component does a relay and a solenoid have in common?
a. an electromagnet.
b. a freely moving core.
c. switch contacts.
d. an armature.

Instructor Guide
FACET by Lab-Volt 27
Appendix A

Instructor Guide
28 FACET by Lab-Volt
 Appendix B

Appendix B – Faults and Circuit Modifications (CMS)

No faults or CMs are used in this course.

Instructor Guide
FACET by Lab-Volt 29
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