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General Physics 2 – Grade 12 (STEM)

Learning Activity Sheets
Quarter 3 – Week 6b: Magnetic Field and Magnetic Forces

First Edition, 2021

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Development Team of the Learners’ Activity Sheets

Writer: Shekaina Faith C. Lozada

Editors: Marvelous Saint P. Jumanoy
Edna E. Trinidad
Lay-out Reviewers: Kevin Hope Z. Salvaña, Regional Science Coordinator
Abraham Masendro
Cesar F. Navales, Jr.
Yvonne S. Salubre
Jeremaeh Delosa
AR A. Ranesis
Marvin T. Tejano
Juzalin L. Costuya
Marvelous Saint P. Jumanoy
Management Team: Josita B. Carmen, Schools Division Superintendent
Jasmin R. Lacuna, Asst. Schools Division Superintendent
Celsa A. Casa, CID Chief
Bryan L. Arreo, LR Manager
Edna Trinidad, Science Education Program Supervisor

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEETS
General Physics 2, Grade 12, Quarter 3, Week 6b

MAGNETIC FIELD AND MAGNETIC FORCE

Name: ___________________________________________ Section: ____________________

Learning Objectives:
- Differentiate electric interactions from magnetic interactions. (STEM_GP12EMIIIh-54)
- Evaluate the total magnetic flux through an open surface. (STEM_GP12EMIIIh-55)
- Describe the motion of a charged particle in a magnetic field in terms of its speed,
acceleration, cyclotron radius, cyclotron frequency and kinetic energy.
(STEM_GP12EMIIIh-58)
- Evaluate the magnetic force on an arbitrary wire segment placed in a uniform magnetic
field. (STEM_GP12EMIIIh-59)

Specific Objectives:
After the lesson, the students will able to:
1. Differentiate electric interaction from magnetic interaction;
2. Calculate magnetic flux through an open surface;
3. Determine the motion of a charged particle in a magnetic field;
4. Solve problems involving magnetic force on current-carrying conductor.

Time Allotment: 4 hours

Key Concepts
 Magnetic phenomena were first observed at least 2500 years ago in fragments of
magnetized iron ore. These fragments were examples of what are now called permanent
magnet.
 Before the relationship of magnetic interactions to moving charges was understood, the
interactions of permanent magnets and compass needles were described in terms of
magnetic poles. The concept of magnetic poles may appear similar to that of electric
charges, and the north and south poles may seem analogous to positive and negative
charge.
 The first evidence of the relationship of magnetism to moving charges was discovered in
1820 by the Danish scientist Hans Christian Oersted. He found that a compass needle
was deflected by a current-carrying wire as shown in Figure 1.

Figure 1. In Oersted’s experiment, a compass is placed directly over a

horizontal wire. When the compass is placed directly under
the wire, the compass deflection is reversed.
Source: “Sears and Zemansky’s University Physics with Modern Physics”
12th edition.

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
  Electric interactions are represented in two steps.
1. A distribution of electric charge at rest creates an electric field E in the
surrounding space.
2. The electric field exerts a force F = qE on any other charge q that is present in
the field.
 Magnetic interactions are represented in a similar way.
1. A moving charge or a current creates a magnetic field in the surrounding
space (in addition to its electric field).
2. The magnetic field exerts a force F on any other moving charge or current that
is present in the field.
 Like electric field, magnetic field is a vector quantity associated with each point in a space.
The symbol for magnetic field is B. At any position the direction of B is defined as the
direction in which the north pole of a compass needle tends to point.
 We define the magnetic flux B through a surface just as we defined electric flux in
connection with Gauss’s Law. We can divide any surface into elements of area dA such
as shown in Figure 2. For each element we determine B˪, the component of B normal to
the surface at the position of that element. From the figure,

𝐵⊥ = B cos ∅

where ∅ is the angle between the direction of B and a line perpendicular to the surface.

Figure 2. The magnetic flux through an area

Source: “Sears and Zemansky’s University Physics with
Modern Physics” 12th edition.

 In general, this component varies from point to point on the surface. We define the
magnetic flux d B through this area as

d B = 𝐵⊥ dA = B cos ∅ dA = B · dA

 The total magnetic flux through the surface is the sum of the contributions from the
individual area elements presents as

B = ∫ 𝐵⊥ 𝑑A = ∫ B cos ∅ 𝑑A = ∫ 𝐁 · 𝑑𝐀

 The SI unit of magnetic flux is equal to the unit of magnetic field (1 T) times the unit of
area (1 m2). This unit is called the weber (1 Wb), in honor of the German physicist Wilhelm
Weber.

1 Wb = 1 T · m2 = 1 N · m/A

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
Example Problem 1: Magnetic flux calculations
The figure below shows a perspective view of a flat surface with area 3.0 cm 2 in a
uniform magnetic field. If the magnetic field through this area is 0.90 Wb, calculate the
magnitude of the magnetic field and find the direction of the area vector.

Solution:
A = 3.0 x 10-4 m2
∅ = 600

= B · dA
B
Φ𝐵
B=
𝐴 cos ∅
0.90 𝑥 10−3𝑊𝑏
=
(3.0 𝑥 10−4 𝑚2)(cos 60°)

B = 6.0 T. The area vector A is perpendicular to the area.

 When a charged particle moves in a magnetic field, it is acted on by the magnetic force
given by F = qv x B and the motion is determined by Newton’s laws.
 Figure 3 simply shows a particle with positive charge q at point O, moving with velocity v
in a uniform magnetic field B directed into the plane of the figure. The vectors v and B
are perpendicular, so the magnetic force F = qv x B has a magnitude of F = qvB and a
direction as shown in the figure.

Figure 3. A charged particle moves in a plane

perpendicular to a uniform magnetic field B.
Source: “Sears and Zemansky’s University Physics
with Modern Physics” 12 th edition.
 Motion of a charged particle under the action of a magnetic field alone is always motion
with constant speed. Using this principle, the magnitude of both F and v are constant.
At points such as P and S the directions of force and velocity have changed but the
magnitudes are the same.
 The centripetal acceleration is v2/R and the only force acting is the magnetic force.
Newton’s law states that

𝑣2
F = |q|vB = 𝑚
𝑅

 For the radius R of the circular path, we have

𝑚𝑣 2
R=
|𝑞|𝐵

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
  The angular speed ω of the particle can be found as

v = Rω

𝑣 |𝑞|𝐵 |𝑞|𝐵
ω= =𝑣 =
𝑅 𝑚𝑣 𝑚

 The number of revolutions per unit time is f = ω/2π. This frequency f is independent of
the radius R of the path. It is called the cyclotron frequency.
 In a particle accelerator called a cyclotron, particles moving in nearly circular paths are
given a boost twice each revolution, increasing their energy and their orbital radii but
not their angular speed or frequency.
 The forces that make an electric motor work are the forces that a magnetic field exerts
on a conductor carrying a current. The magnetic forces on the moving charges within
the conductor are transmitted to the material of the conductor, and the conductor as a
whole experiences a force distributed along its length.
 We can compute the force on a current-carrying conductor starting with the magnetic
force F = qv x B on a single moving charge. Figure 4 shows a straight segment of
conducting wire, with length l and cross sectional area A. The current flows from the
bottom to top. Additionally, the wire is in uniform magnetic field B, perpendicular to the
plane of the diagram and directed into the plane.

Figure 4. Forces on a moving positive charge in a

current-carrying conductor.
Source: “Sears and Zemansky’s University Physics
with Modern Physics” 12 th edition.

 If the B field is not perpendicular to the wire but makes an angle ∅ with it, the situation
for a single charge is F = qv x B. Only the component of B perpendicular to wire exerts a
force, thus this component is expressed as 𝐵⊥ = B sin∅. Then, the magnetic force on the
wire segment shows

𝐹 = 𝐼𝑙𝐵⊥ = 𝐼𝑙𝐵 𝑠𝑖𝑛∅

 The force is always perpendicular to both the conductor and the field, with the direction
determined by the same right-hand rule used for a moving positive charge. Hence this
force can be expressed as a vector product like the force acting on a single moving charge.
 The segment of wire with a vector l along the wire in the direction of the current, then
the force F on this segment is presented as

F = Il x B

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
 Activity 1: Magnetic Field and Magnetic Force

Objectives:
1. Differentiate electric interaction from magnetic interaction.
2. Calculate magnetic flux through an open surface.
3. Determine the motion of a charged particle in a magnetic field;
4. Solve problems involving magnetic force on current-carrying conductor.

What you need:

 Paper and pen
 Scientific Calculator

What to do 1: Answer the following questions based on the concepts that you have learned.
Write your answer in a separate sheet of paper.

1. Suppose you cut off the part of the compass

shown in the figure at right that is painted gray.
You discard this part, drill a hole in the
remaining red part, and place the red part on the
pivot at the center of the compass. Will the red
part still swing east and west when a current is
applied? Why or why not?

2. The figure at right shows a unique form

magnetic field B directed into the plane of the
paper (shown by X’s). A particle with a negative
charge moves in the plane. Which of the three
paths – 1,2 or 3 – does the particle follow? Why?

What to do 2: Answer the following problems. Write your solutions in a separate sheet of paper.
1. A circular antenna of area 3 m2 is installed at a place in Madurai. The plane of the area
of antenna is inclined at 47º with the direction of Earth’s magnetic field. If the magnitude
of Earth’s field at that place is 40773.9 x 10-9 T find the magnetic flux linked with the
antenna.
2. A magnetron in a microwave oven emits electromagnetic waves with frequency f = 2450
MHz. what magnetic field strength is required for electrons to move in circular paths with
this frequency?
3. A straight horizontal copper rod carries a current of 50.0 A from west to east in a region
between the poles of a large electromagnet.. in this region there is a horizontal magnetic
field toward the northeast (450 north of east) with magnitude 1.20 T.
a. Find the magnitude and direction of the force on a 1.00-m section of rod.
b. While keeping the rod horizontal, how should it be oriented to maximize the
magnitude of the force? what is the force magnitude in this case?

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]
Reflection
Give practical applications of the concepts that you have learned from the learning
activities. Write your 5-sentence answer in a separate sheet of paper.

RUBRICS
3 2 1 0
Practical application is Practical application is Practical application No discussion.
scientifically explained scientifically explained is explained
consistent to the consistent to the consistent to the
concepts, and concepts, but with concepts but with
has no misconceptions. minimal misconceptions.
misconceptions.

References for learners:

Glancolli, Douglas. Physics Principles and Applications 6th ed. New Jersey: Pearson
Education, Inc. 2005.
Caintic, Helen E. General Physics 1 for Senior High School. C & E Publishing Inc.,
2017.
Serway, Raymond and John Jewett. Physics for Scientists and Engineers 6th ed.
Thomson Brooks/Cole, 2004.
Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and
Zemansky's University Physics. 13th ed. Boston, MA: Pearson Learning Solutions,
2012.
https://pressbooks.bccampus.ca/collegephysics/chapter/resistors-in-series-and-
parallel/

https://openpress.usask.ca/physics155/chapter/6-3-kirchhoffs-rules/

Answer Key
c. F = 60.0 N
b. ∅ = 900
3. a. F = 42.4 N
2. 0.0877 T
1. 89.47 x 10-6 Wb

What to do 2:

and the particle follows a trajectory that curves downward.

would point upward. But since the charge is negative, the force points downward
which points into the plane of the figure says that the force F on a positive charge
2. Path 3. Applying the right-hand rule to the vectors v pointing to the right and B
compass needle.
the small red part of the needle behaves much like the original, full-sized
1. Yes. When a magnet is cut apart, each part has a north and south pole. Hence

What to do 1:

Activity 1

Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: [email protected]