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Bettesworth Construction
electromagnet

How to Make an Electromagnetic Floater: A Beginner’s Guide

An electromagnetic floater needs more than a coil: it uses a sensor and control electronics to adjust the magnetic field and hold an object in position.

By Bettesworth Construction Team 4 min read
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To make an electromagnetic floater, build a feedback-controlled system: an electromagnet, a compatible magnetic object, a sensor that detects its position, and control electronics that adjust the coil current as the object moves. A coil alone will not reliably hold an object in a stable position. Some teaching designs call this magnetic levitation, though the object is actually suspended beneath the electromagnet rather than rising from a surface.

How an electromagnetic floater works

Current in an electromagnet’s coil creates a magnetic field in its core. A sensor detects the object’s position, or a related magnetic signal, and control electronics adjust the coil current to counter movement and keep the object near a target position. Without that sensing and active adjustment, the documented designs do not provide stable suspension.

The sensor depends on the design. MIT’s Spring 2026 teaching apparatus uses an optical distance sensor to measure separation, while the University of Utah kit document lists an SS495A Hall effect sensor. The sources do not establish that either sensor is universally preferable.

MIT describes the terminology this way: “Technically, calling this task ‘Maglev’ is a misnomer. This is not magnetic levitation, as we are not causing the object to ‘rise’, but rather, the object is ‘hanging’.”

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Choose a documented design before buying parts

There is no single universal parts list. These examples use different objects, sensors and levels of control instruction; they are not interchangeable recipes.

Route Documented setup What to know
MIT 6.310 Spring 2026 lab Multi-coil electromagnet, permanent magnet assembly and optical distance sensor Includes assembly, sensor calibration, alignment checks and controller-design work. The lab cautions that proportional-only feedback may be unstable or oscillatory.
University of Utah Magnetic Levitation Kit Hall-effect sensor and control electronics; builder supplies the electromagnet The document specifies up to 3 A at 24 V for that circuit, with a coil of at least 8 ohms. These values apply to this kit’s documented circuit, not to other coils or drivers.
MIT OpenCourseWare Spring 2005 demonstration Iron-core electromagnet, steel ball, optical sensing and control circuitry A separate educational demonstration architecture; follow its own material rather than combining it with another design.
University of Minnesota outreach kit Electromagnet-learning kit with hardware-store and specialized components Supports experiments about electromagnets; its description does not establish that it is a complete levitation apparatus.

For the documented architectures and kit specifications, see the MIT 6.310 Spring 2026 lab, the University of Utah Magnetic Levitation Kit, University of Minnesota outreach and MIT OpenCourseWare’s Spring 2005 hardware demonstration material.

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Plan the build

Kit-based route

  1. Check what the kit includes. Confirm whether it supplies an electromagnet as well as sensing and control electronics. The University of Utah document explicitly leaves the electromagnet to the builder.
  2. Match the coil to the documented driver. For the Utah circuit, use its stated coil requirement and limits as written: at least 8 ohms, with capacity up to 3 A at 24 V. Do not transfer those figures to another circuit.
  3. Follow the kit’s own assembly instructions. A Hall-sensor kit, an optical-sensor lab and an electromagnet-learning kit are different products and should not be treated as complete equivalents.

Build-from-components route

A component-based design needs a coil and core, a suitable current driver and control electronics, a sensor compatible with the chosen design, and an object whose magnetic properties suit the arrangement. Magnet wire and Hall effect sensors are component categories, not by themselves a validated bill of materials. The available descriptions do not specify a universal model or rating.

An electromagnet education kit can teach coil and magnetism fundamentals without providing a complete floater. For example, Minnesota describes an outreach kit with hardware-store and specialized parts, a manual and progressive experiments; that description does not promise levitation.

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Assemble and calibrate the system

  1. Use one design’s instructions as a whole. Do not splice a sensor, coil or driver from one architecture into another without specifications showing compatibility.
  2. Mount and align the apparatus. Position the coil and object as directed by the chosen design. MIT’s lab specifically calls for checking coil alignment.
  3. Calibrate the sensor and verify its usable range. Follow the selected instructions and confirm that the sensor can detect the object throughout the relevant movement.
  4. Check feedback direction cautiously. MIT instructs students to check the sign and effect of proportional gain. If the system drives the object farther from its target instead of correcting its movement, stop and recheck the sensor interpretation and controller setup.
  5. Use the documented controller approach. MIT reports that proportional-only feedback can be unstable and oscillatory, then develops PD and lead-based controller design. Do not assume a single gain setting will work for every apparatus.

These steps summarize checks documented for the MIT lab, not a substitute circuit procedure for a different kit. Use that kit’s specified calibration and controller instructions.

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Electrical and magnet safety

  • Protect against coil switching transients. A coil is an inductive load, so its driver and protection must be specified for the coil and supply. A Harvard student project recounts repeated MOSFET failures while pulsing a coil and says a diode was added for back-EMF protection; this is an anecdotal project account, not a complete schematic or universal design. See the Harvard How to Make [almost] Anything project site.
  • Handle rare-earth magnets carefully. MIT warns that these magnets are brittle and may fracture on impact, ejecting shards. Follow the apparatus guidance and do not recreate more challenging demonstrations at home unless the design’s safety requirements can be met.
  • Keep ferromagnetic hardware away from the working region. MIT notes that an iron clamp can interfere with its apparatus; keep loose iron hardware well separated from the sensor and electromagnet as directed by the design.
  • Do not extrapolate electrical ratings. A capacity stated for one kit circuit does not establish a safe current, voltage or coil choice for a homemade driver.

What to expect from the available designs

The documented sources describe distinct teaching apparatus, not a universal recipe. They do not establish a guaranteed levitation height, payload, success rate or controller tuning that applies across builds. Choose a design with complete instructions, confirm component compatibility from its own specifications, and describe performance only in terms that design actually supports.

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