b. Using the slope or other appropriate averaging technique, determine the strength of the magnetic eld. Question 2 Use the following information to answer this holistic question. A teacher demonstrates how magnets can be used to create a current. The teacher attaches a coil of wire to a retort stand. The ends of the coil are attached to an ammeter. The teacher then drops a strong, rare, earth magnet through the coil. The students observe the movement of the ammeter and graph the results. magnet ammeter Current vs Time 025 Tlmn (a) ammeter mag net Question 1 Use the following information to answer this graphing question. A student used the apparatus shown below to measure the radius of the curvature of the path of electrons as they pass through a magnetic eld that is perpendicular to their path. This experimental design has the voltage as the manipulated variable, the speed calculated from the voltage, and the radius as the responding variable. Accelerating Potential . Difference (V) Speed (tn/s) Radius (111) 120.0 6.49 x 10" 16.3 X 10'2 Variable voltage Electron source ' ' Accelerator 3 indicates magnelic field inlo the page a. Plot the graph of radius as a function of speed, and construct a bestt line. Analyze the students' observations by - describing the energy conversions (kinetic energy, gravitational potential energy, and electric energy) that occur in the magnet and coil system - labelling the north and south magnetic poles induced in the coil in each picture (Justify your labels.) - identifying and explaining the direction of the current as shown on the graph