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This simulation is a simpler version of the PhET Faraday's Law, written in HTML5 for greater versatility in the classroom. Users explore how a changing magnetic flux can produce a flow of electricity as they move a magnet through a coil at different speeds. A larger coil can be added to explore the effects of coil size on current flow. This resource is part of a large collection of freely accessible simulations, developed by the Physics Education Technology Project (PhET) using principles from physics education research.

See Related Materials for a link to the original Java version of this simulation, which introduces more complex concepts and additional models of transformers, generators, and both AC and DC electromagnets.
Editor's Note: This version of PhET's "Faraday's Law" is likely more appropriate for Grades 6-9 as it provides a conceptual exploration of variables that affect magnetic field strength and introduces the idea of an electromagnet. The older Java version takes a much deeper dive into the physics of Faraday's Law of Induction and would be appropriate for the introductory high school physics classroom.
Subjects Levels Resource Types
Electricity & Magnetism
- Electromagnetic Induction
- Magnetic Fields and Forces
- Middle School
- High School
- Lower Undergraduate
- Informal Education
- Upper Undergraduate
- Instructional Material
= Activity
= Interactive Simulation
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Activity
- New teachers
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Intended User:
Access Rights:
Free access
This material is released under a Creative Commons Attribution 3.0 license. Additional information is available.
Rights Holder:
University of Colorado at Boulder
Faraday, induction, magnetic field, magnetic flux
Record Cloner:
Metadata instance created December 28, 2017 by Caroline Hall
Record Updated:
December 28, 2017 by Caroline Hall
Last Update
when Cataloged:
October 30, 2017

Next Generation Science Standards

Motion and Stability: Forces and Interactions (MS-PS2)

Students who demonstrate understanding can: (6-8)
  • Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (MS-PS2-3)

Disciplinary Core Ideas (K-12)

Types of Interactions (PS2.B)
  • Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (6-8)
  • Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (6-8)
  • Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (9-12)
Relationship Between Energy and Forces (PS3.C)
  • When two objects interacting through a field change relative position, the energy stored in the field is changed. (9-12)

Crosscutting Concepts (K-12)

Patterns (K-12)
  • Patterns can be used to identify cause and effect relationships. (6-8)
Cause and Effect (K-12)
  • Systems can be designed to cause a desired effect. (9-12)
  • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (9-12)
Systems and System Models (K-12)
  • Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems. (6-8)
  • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (9-12)
Structure and Function (K-12)
  • Structures can be designed to serve particular functions. (6-8)
  • The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. (9-12)
Influence of Engineering, Technology, and Science on Society and the Natural World (K-12)
  • Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. (6-8)
  • Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (9-12)

NGSS Science and Engineering Practices (K-12)

Developing and Using Models (K-12)
  • Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
    • Develop and use a model to describe phenomena. (6-8)
  • Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
    • Use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)
Using Mathematics and Computational Thinking (5-12)
  • Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)
    • Use mathematical representations of phenomena to describe explanations. (9-12)
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
, Version 1.02 (PhET, Boulder, 2017), WWW Document, (https://phet.colorado.edu/en/simulation/faradays-law).
PhET Simulation: Faraday's Law - HTML5, Version 1.02 (PhET, Boulder, 2017), <https://phet.colorado.edu/en/simulation/faradays-law>.
APA Format
PhET Simulation: Faraday's Law - HTML5. (2017, October 30). Retrieved June 23, 2024, from PhET: https://phet.colorado.edu/en/simulation/faradays-law
Chicago Format
PhET. PhET Simulation: Faraday's Law - HTML5. Boulder: PhET, October 30, 2017. https://phet.colorado.edu/en/simulation/faradays-law (accessed 23 June 2024).
MLA Format
PhET Simulation: Faraday's Law - HTML5. Vers. 1.02. Boulder: PhET, 2017. 30 Oct. 2017. 23 June 2024 <https://phet.colorado.edu/en/simulation/faradays-law>.
BibTeX Export Format
@misc{ Title = {PhET Simulation: Faraday's Law - HTML5}, Publisher = {PhET}, Volume = {2024}, Number = {23 June 2024}, Month = {October 30, 2017}, Year = {2017} }
Refer Export Format

%T PhET Simulation: Faraday's Law - HTML5 %D October 30, 2017 %I PhET %C Boulder %U https://phet.colorado.edu/en/simulation/faradays-law %O 1.02 %O text/html

EndNote Export Format

%0 Electronic Source %D October 30, 2017 %T PhET Simulation: Faraday's Law - HTML5 %I PhET %V 2024 %N 23 June 2024 %7 1.02 %8 October 30, 2017 %9 text/html %U https://phet.colorado.edu/en/simulation/faradays-law

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Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

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PhET Simulation: Faraday's Law - HTML5:

Is Version Of PhET Simulation: Faraday's Electromagnetic Lab - Original Version

A link to the original Java version of the PhET "Faraday's Law" simulation, which introduces more complex content for advanced learners.

relation by Caroline Hall

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