MAGNETIC POLES, MAGNETIC

FORCE AND MAGNETIC FIELD

for GENERAL PHYSICS 2/ Grade 12/
Quarter 3/ Week 7

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 FOREWORD

This Self-Learning Kit is designed to cater your needs as STEM students

for Modular Distance Learning. It is carefully planned to holistically develop
your life-long learning skills. This serves as a guide in understanding concepts
about magnetic fields, Lorentz Force, magnetic flux and motion of charged
particles.

This module enables you to determine the differences between electric

interactions and magnetic interactions in terms of force, type of charge, and
work. In addition, you will know how to evaluate the total magnetic flux in the
solenoid. The application on the concepts of magnetic fields can be
appreciated also such as but not limited to the use of Magnetic Resonance
Imaging Machines (MRI) and refrigerator magnets.

Moreover, force due to both electric and magnetic forces will

influence the motion of charged particles. The resulting change to the
trajectory of the particles will differ qualitatively between these two forces.
However, this kit only focuses on the motion of charged particles in a
magnetic field. It also evaluates the magnetic force when a segment of wire
is placed in a uniform magnetic field.

This Self-Learning Kit will provide a short and learner-friendly content

that stirs your curiosity, develop understanding, and support critical thinking.

The writers hope that this Self-Learning Kit can serve its purpose to you,
as the target learners. Mastery of the content is encouraged before
proceeding to the next learning competency.

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OBJECTIVES
At the end of this Self-Learning Kit, you should be able to:
K: differentiate electric interactions from magnetic interactions;
: describe the motion of charged particles in a magnetic field.
S: evaluate the total magnetic flux through an open surface;
: evaluate the magnetic force on an arbitrary wire segment placed in
a uniform magnetic field; and
A: recognize the importance of magnetic fields in areas such as but
not limited to health and medicine.

LEARNING COMPETENCIES

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)

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I. WHAT HAPPENED
PRE-ACTIVITY:
Quicklab: Using your refrigerator magnets, try sliding the back of one
refrigerator magnet in a circular path across the back of another one. What
do you feel? Why is this so? Write your answers in your notebook/Activity
Sheet.

Adapted from https://www.pinterest.ph/pin/544091198703785307/

Figure 1. Refrigerator magnets attached to the door of a refrigerator

PRE-TEST:
TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if otherwise.
Write your answer on your notebook/Answer Sheet.
1. A north pole will always have a corresponding south pole in the same
magnet.
2. The electric force acts on a charged particle regardless of whether the
particle is moving.
3. Magnets are found in some commonly used medical equipment such
as Magnetic Resonance Imaging Machines.
4. Magnetic poles exist in isolation like electric charges.
5. The magnetic force acts on a charged particle only when the particles
are in motion.
6. The magnetic force changes the direction of the velocity and the
magnitude of the velocity or speed.

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 7. Magnetic forces exert work on particles and change their kinetic
energy.
8. The magnetron was invented by E. O. Lawrence and M. S. Livingston in
1934 to accelerate particles
9. The magnetic force on a charged particle moving through a region
with a magnetic field is always parallel to the velocity of the particle.
10. Electric current is an ordered movement of charge.

II. WHAT I NEED TO KNOW

DISCUSSION:

Magnets are found in some commonly used medical equipment such

as Magnetic Resonance Imaging Machines. MRIs use powerful magnetic
fields to generate a radar-like radio signal from inside the body, using the
signal to create a clear, detailed picture of bones, organs and other tissue.
An MRI magnet is very strong – thousands of times more powerful than
common kitchen magnets. Another medical use for magnets is for treating
cancer. A doctor injects a magnetically-sensitive fluid into the cancer area
and uses a powerful magnet to generate heat in the body. The heat kills the
cancer cells without harming healthy organs.

Adapted from https://www.nhs.uk/conditions/mri-scan/

Figure 2. An MRI machine uses powerful magnetic fields to generate a radar-like radio signal
from inside the body

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 The Magnetic Poles, Magnetic Force and Magnetic Field

Interactions of Magnetic Poles and Magnetic Force

Just like electric charges, a magnetic pole exists as either a north-
seeking pole or a south-seeking pole. These poles are commonly known as
the north pole and the south pole of a magnet. How they interact with one
another is similar to how electric charges interact. Like poles repel, and unlike
ones attract each other. The repulsion and attraction are caused by the
magnetic force that exists between magnetic poles.

However, magnetic poles exist in isolation like electric charges. A

negative charge can exist by itself as well as a positive charge. On the other
hand, a north pole will always have a corresponding south pole in the same
magnet. Breaking a magnet in half will only produce a smaller magnet with
both a north pole and a south pole.

Adapted from DIWA Learning System, Inc.

Figure 3. (a) Electric charges may exist on their own; (b) the poles of a magnet cannot be
separated even it is chopped into two

Electric and Magnetic Forces

There are several important differences between electric and
magnetic forces:
 The electric force acts in the direction of the electric field, whereas the
magnetic force acts perpendicular to the magnetic field.
 The electric force acts on a charged particle regardless of whether the
particle is moving, whereas the magnetic force acts on a charged
particle only when the particles is in motion.
 The electric force does work in displacing a charged particle, whereas
the magnetic force associated with a steady magnetic field does no
work when a particle is displaced.
From the last statement and on the basis of work – kinetic energy
theorem, we conclude that the kinetic energy of a charged particle moving

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through a magnetic field cannot be altered by the magnetic field alone. In
other words,

when a charged particle moves with a velocity v through a magnetic field,

the field can alter the direction of the velocity vector but cannot change
the speed or kinetic energy of the particle.

The Magnetic Field

In our study of electricity, we described the interactions between
charged objects in terms of electric fields. Recall that an electric field
surrounds any stationary or moving electric charge. In addition to an electric
field, the region of space surrounding any moving electric charge also
contains a magnetic field. A magnetic field also surrounds any magnetic
substance.

Historically, the symbol B has been used to represent a magnetic field.

The magnetic field B is defined from the Lorentz Force Law (Lorentz’s Forces
are forces on electrically charged particles due to electromagnetic fields).
The magnetic force on a moving charge is expressed as:

F = qv x B

Adapted from http://hyperphysics.phy-

astr.gsu.edu/hbase/magnetic/magfor.html

The implications of this expression include:

 The force is perpendicular to both the velocity v of the charge q and
the magnetic field B.
 The magnitude of the force is F = qvB sin θ is the angle < 180 degrees
between the velocity and the magnetic field. This implies that the
magnetic force on a stationary charge or a charge moving parallel to
the magnetic field is zero.
 The direction of the force is given by the right-hand rule. The force
relationship above is in the form of a vector product.

Adapted from http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magfor.html

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 When the magnetic force relationship is applied to a current-carrying
wire, the right-hand rule may be used to determine the direction of force on
the wire.

From the force relationship above, it can be deducted that the units of
magnetic field are Newton seconds/ (Coulomb meter) or Newtons per
Amper meter. This unit is named the Tesla. It is a large unit, and the smaller
unit Gauss is used for small fields like the Earth’s magnetic field. A Tesla is 10,
000 Gauss. The Earth’s magnetic field at the surface is on the order of half a
Gauss.

Lorentz Force Law

Both the electric field and magnetic field can be defined from the
Lorentz force law:

F = qE + qv x B
Electric Magnetic
force force

The electric force is straightforward, being in the direction of the

electric field if the charge q is positive, but the direction of the magnet part of
the force is given by the right-hand rule.

Adapted from http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magfor.html

Right-Hand Rule
The right-hand rule is a useful mnemonic for visualizing the direction of
a magnetic force as given by the Lorentz force Law. The diagrams below are
two of the forms used to visualize the force on a moving positive charge. The
force is in the opposite direction for a negative charge moving in the
direction shown. One fact to keep in mind is that the magnetic force is
perpendicular to both the magnetic field and the charge velocity, but that
leaves two possibilities. The right-hand rule just helps you pin down which of
the two directions applies.

For applications to current-carrying wires, the conventional electric

current direction can be substituted for the charge velocity v in the diagram
below.

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 Adapted from http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magfor.html

Adapted from http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magfor.html

Magnetic Effects of Different Materials

Suppose you have a long solenoid (a long wire wound in the form of a
helix) placed in a vacuum, and a fixed current is supplied to the coil. An
induced magnetic field (Bvacuum) exists at a point in the solenoid. Filling the
solenoid with a different material will yield a different magnetic field (B).
Relating these two magnetic fields will produce a quantity referred to as the
relative permeability of the material that was used to fill the solenoid.

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 Adapted from https://circuitdigest.com/article/what-is-solenoid-its-working-principle-and-types

Figure 4. A solenoid, a long wire wound in the form of a helix

Mathematically, this quantity is computed as follows:

km =

In this equation, the magnetic field is characterized by the letter B, and

km is a material’s magnetic permeability.
Relating the relative permeability of a material to the permeability of
free space or vacuum ( yields the permeability of the
material mathematically expressed as:

The table below summarizes the various effects of the value of km on

the magnetic field inside the solenoid as different materials fill it up instead of
a mere vacuum.

Table 1. Effects of different values of km

Type of Material km Effect on the Magnetic Field
of the Solenoid
Diamagnetic Slightly lower than 1 Slightly decreases B
Paramagnetic Slightly higher than 1 Slightly increases B
Ferromagnetic 50 or larger Greatly increases B
Adapted from DIWA Learning Systems Inc.

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Magnetic Flux
Every magnetic pole is surrounded by a magnetic field, wherein the
magnetic force from the pole could affect other magnetic poles. The
strength of this force wears out by moving farther from another pole. The
measurement of the strength of the magnetic force from the pole is referred
to as the magnetic flux. Mathematically, this is computed using the equation:

Ф BA cos φ

In this expression, Ф is the magnetic flux, B is the calculated magnetic

field of the pole, A is the surface from where magnetic flux is being measured,
and φ is the angle between the magnetic field lines and the line normal to A.
Magnetic flux is measured using the unit Weber (Wb).

Example1:
A 40-cm solenoid with a cross-sectional area of 8 cm 2 is wound with 300
turns of wire and made to carry a current of .2 A. Its core has a relative
permeability of 600. Calculate the flux in the solenoid.

Solution: The 40-cm solenoid generates a magnetic field in vacuum

computed as follows:

Bvacuum = 1.13 mT

Consider that the core has Km value of 600. Thus, you have:

B = kmBvacu um = (600) (1.13 x 10-3 T)

Note that because the field lines are perpendicular to the cross section
of the solenoid, the magnetic flux is thus computed as follows:

Ф BA

The flux in the solenoid is approximately .

Big Idea:
Magnetic poles have associated magnetic forces. Around each
magnetic pole is a magnetic field. This field has a strength measured by
the magnetic flux.

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 Motion of Charged Particles in a Magnetic Field

The magnetic force on a charged particle moving through a region

with a magnetic field is always perpendicular to the velocity of the particle.
The magnetic force therefore changes the direction of the velocity but not
the magnitude of the velocity or speed. The motion of a charged particle
under the action of a magnetic field alone is always motion with constant
speed. Therefore, magnetic forces do not exert work on particles and do not
change their kinetic energy.

Figure 5 shows that the magnitudes

of both force 𝑭 ⃗ and velocity 𝒗⃗ are
constant. The directions of the force
and velocity changed but their
magnitudes are the same. The
particle therefore moves under the
influence of a constant-magnitude
force that is always at right angles to
the velocity of the particle.

(PAUL A. TIPLER 2008)

Figure 5. The orbit of a charged particle
in a uniform magnetic field.

We can use Newton’s second law to relate the radius of the circle to
the magnetic field and the speed of the particle. If the velocity is ⃗ the
magnetic force on a particle that has charge is given by ⃗ ⃗ ⃗⃗ . The
magnitude of the net force is equal to , because ⃗ and ⃗⃗ are
perpendicular.

Newton’s second law gives

Where:
𝒓 𝒓𝒂𝒅𝒊𝒖𝒔
or 𝒎 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒕𝒉𝒆 𝒑𝒂𝒓𝒕𝒊𝒄𝒍𝒆
Equation 6.c-1 𝒗 𝒗𝒆𝒍𝒐𝒄𝒊𝒕𝒚
𝒒 𝒄𝒉𝒂𝒓𝒈𝒆
𝑩 𝒎𝒂𝒈𝒏𝒆𝒕𝒊𝒄 𝒇𝒊𝒆𝒍𝒅 𝒐𝒇 𝒔𝒕𝒓𝒆𝒏𝒈𝒕𝒉

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 The period of the circular motion is the time it takes the particle to
travel once around the circumference of the circle. The period is related to
the speed by

Substituting for (Equation 6.c-1), we obtain the period of the particle’s

circular orbit, which is called the cyclotron period:

( )

or

Equation 6.c-2. Cyclotron Period

Where:
𝑻 𝒄𝒚𝒄𝒍𝒐𝒕𝒓𝒐𝒏 𝒑𝒆𝒓𝒊𝒐𝒅
𝝅 𝒗𝒂𝒍𝒖𝒆 𝒐𝒇 𝒑𝒊
𝒎 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒕𝒉𝒆 𝒑𝒂𝒓𝒕𝒊𝒄𝒍𝒆
𝒒 𝒄𝒉𝒂𝒓𝒈𝒆
𝑩 𝒎𝒂𝒈𝒏𝒆𝒕𝒊𝒄 𝒇𝒊𝒆𝒍𝒅 𝒐𝒇 𝒔𝒕𝒓𝒆𝒏𝒈𝒕𝒉

The frequency of the circular motion, called the cyclotron frequency, is

the reciprocal of the period:

so,
𝒒
𝝎 𝟐𝝅𝒇 𝑩 Equation 6.c-3. Cyclotron Frequency
𝒎

Where:
𝝎 𝒂𝒏𝒈𝒖𝒍𝒂𝒓 𝒔𝒑𝒆𝒆𝒅
𝝅 𝒗𝒂𝒍𝒖𝒆 𝒐𝒇 𝒑𝒊
𝒎 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒕𝒉𝒆 𝒑𝒂𝒓𝒕𝒊𝒄𝒍𝒆
𝒒 𝒄𝒉𝒂𝒓𝒈𝒆
𝑩 𝒎𝒂𝒈𝒏𝒆𝒕𝒊𝒄 𝒇𝒊𝒆𝒍𝒅 𝒐𝒇 𝒔𝒕𝒓𝒆𝒏𝒈𝒕𝒉
𝒇 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚

Note that the period and the frequency given by Equations 6.c-2 and
6.c-3 depend on the charge-to-mass ratio but the period and the
frequency are independent of the velocity or the radius . Two important

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applications of the circular motion of charged particles in a uniform
magnetic field are the mass spectrometer and the cyclotron.
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.
Similarly, one type of magnetron, a common source of microwave radiation
for microwave ovens and radar systems, emits radiation with a frequency
equal to the frequency of circular motion of electrons in a vacuum chamber
between the poles of a magnet.

Example 2: Cyclotron Period

A proton has a mass equal to 𝟏 𝟔𝟕 𝟏𝟎−𝟐𝟕 𝒌𝒈, has a charge equal to

𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗 𝑪, and moves in a circle of radius 𝒓 𝟐𝟏 𝟎𝒄𝒎 perpendicular to
a magnetic field equal to 𝟒𝟎𝟎𝟎 𝑮. Find (a) the speed of the proton and (b)
the period of the motion.

Strategy: Apply Newton’s second law to find the speed and use distance
equals speed multiplied by time to find the period.

Solution:

(a) 1. Apply Newton’s second law (𝑭 𝒎𝒂):

𝒗𝟐 𝒎𝒗
𝑭 𝒎𝒂 𝒒𝒗𝑩 𝒎 𝒓
𝒓 𝒒𝑩

2. Solve for speed:

𝒓𝒒𝑩 𝟎 𝟐𝟏𝟎 𝒎 𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗𝑪 𝟎 𝟒𝟎𝟎𝑻
𝒗
𝒎 𝟏 𝟔𝟕 𝟏𝟎−𝟐𝟕 𝒌𝒈

𝟖 𝟎𝟓 𝟏𝟎𝟔 𝒎 𝒔 𝟎 𝟎𝟐𝟔𝟖𝒄

(b) Use distance equals speed multiplied by time and solve for the period:

𝟐𝝅𝒓 𝒗𝑻
So,

𝟐𝝅𝒓 𝟐𝝅 𝟎 𝟐𝟏𝟎𝒎
𝑻 𝟏 𝟔𝟒 𝟏𝟎−𝟕 𝒔 𝟏𝟔𝟒 𝒏𝒔
𝒗 𝟖 𝟎𝟓 𝟏𝟎𝟔 𝒎 𝒔

Discussion: The radius of the circular orbit is proportional to the speed, but
the period of the orbit is independent of both the speed and radius.

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The Cyclotron

The cyclotron was invented by E. O. Lawrence and M. S. Livingston in

1934 to accelerate particles, such as protons or deuterons, to large kinetic
energies. The high energy particles are used to bombard atomic nuclei,
causing nuclear reactions that are then studied to obtain information about
nuclei. High-energy protons and deuterons are also used to produce
radioactive materials and for medical purposes.

Figure 6. Schematic drawing of a cyclotron.

The upper-pole face of the magnet has
been omitted. Charged particles, such as
protons, are accelerated from a source S at
the center by the potential difference
across the gap between the dees. When
the charged particles arrive at the gap
again the potential difference has changed
sign, so they are again accelerated across
the gap and move in a larger circle. The
potential difference across the gap
alternates with the cyclotron frequency of
the particle, which is independent of the
radius of the circle.
(PAUL A. TIPLER 2008)

The kinetic energy of a particle leaving a cyclotron can be calculated

by setting in Equation 6.c-1, to the equal maximum radius of the dees and
solving the equation for

then

Equation 6.c-4. Kinetic energy of a

( ) particle leaving a cyclotron

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Example 3: ENERGY OF ACCELERATED PROTON

A cyclotron for accelerating protons has a magnetic field of 0.150 T

and a maximum radius of 0.500 m. (a) What is the cyclotron frequency? (b)
What is the kinetic energy of the protons when they emerge?

𝑴𝒂𝒔𝒔 𝒎 𝒑𝒓𝒐𝒕𝒐𝒏 𝟏 𝟔𝟕 𝟏𝟎−𝟐𝟕𝒌𝒈,

𝑪𝒉𝒂𝒓𝒈𝒆 𝒒 𝒑𝒓𝒐𝒕𝒐𝒏 𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗 𝑪 .

Strategy:
Apply Newton’s second law 𝑭 𝒎𝒂 with 𝑭
⃗ ⃗
𝒒𝒗 ⃗⃗ . Use 𝒗
𝑩 𝒓𝝎 and
solve for the frequency and the speed.

Solution:
(a) 1. Apply 𝑭 𝒎𝒂, where 𝑭 is the magnetic force and 𝒂 is the centripetal
acceleration. Substitute 𝒓𝝎 for 𝒗 and solve for 𝝎.

𝑭 𝒎𝒂

𝒗𝟐
𝒒𝒗𝑩 𝒎
𝒓

𝒓𝟐 𝝎𝟐
𝒒𝒓𝝎𝑩 𝒎
𝒓

𝒒𝑩 𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗 𝑪 𝟎 𝟏𝟓𝟎𝑻
𝝎
𝒎 𝟏 𝟔𝟕 𝟏𝟎−𝟐𝟕𝒌𝒈

𝟏 𝟒𝟒 𝟏𝟎𝟕 𝒓𝒂𝒅 𝒔

2. Use 𝟐𝝅𝒇 𝝎 to calculate the frequency in cycles per second (hertz):

𝝎 𝟏 𝟒𝟒 𝟏𝟎𝟕 𝒓𝒂𝒅 𝒔
𝒇
𝟐𝝅 𝟐𝝅 𝒓𝒂𝒅

𝟐 𝟐𝟗 𝟏𝟎𝟔 𝑯𝒛 𝟐 𝟐𝟗 𝑴𝑯𝒛

(See next page for the continuation)

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Continuation: Example 3: ENERGY OF ACCELERATED PROTON

(b) 1. Calculate the kinetic energy:

𝟏 𝟏
𝑲 𝒎𝒗𝟐 𝒎𝒓𝟐 𝝎𝟐
𝟐 𝟐

𝟏
𝟏 𝟔𝟕 𝟏𝟎−𝟐𝟕 𝒌𝒈 𝟏 𝟒𝟒 𝟏𝟎𝟕 𝒓𝒂𝒅 𝒔 𝟐
𝟎 𝟓𝟎𝟎𝒎 𝟐
𝟐

𝟒 𝟑𝟑 𝟏𝟎−𝟏𝟒 𝑱

2. The energies of protons and other elementary particles are usually

expressed in electron volts. Use 𝟏 𝒆𝑽 𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗 𝑱 to convert to eV:

𝟏 𝒆𝑽
𝑲 𝟒 𝟑𝟑 𝟏𝟎−𝟏𝟒 𝑱 𝟐𝟕𝟏 𝒌𝒆𝑽
𝟏 𝟔𝟎 𝟏𝟎−𝟏𝟗 𝑱

Discussion:
The exit speed of the proton is 𝒗 𝒓𝝎 𝟎 𝟓𝟎𝟎 𝒎 𝟏 𝟒𝟒 𝟏𝟎𝟕 𝒓𝒂𝒅
𝒔 𝟕 𝟐𝟎 𝟏𝟎𝟔 𝒎 𝒔. The speed of light is 𝟑 𝟎𝟎 𝟏𝟎𝟖 𝒎 𝒔. Our
calculated value of 𝟏 𝟒𝟒 𝟏𝟎𝟕 𝒓𝒂𝒅 𝒔 for the angular frequency is
plausible because it is a high speed that is less than ten percent of
the speed of light.

SOLVE THIS! (Problem #1)

Now that we have learned about Motion of

Charged Particles in a Magnetic Field and The
Cyclotron, we can now apply what we have
learned by answering the following problem.
Read the problem carefully and solve it on your
notebook, don’t forget to show your solution.
A cyclotron for accelerating protons has a
maximum radius of 0.700 m and has a magnetic
field of 0.200 T. (a) What is the cyclotron
frequency? (b) What is the kinetic energy of the
protons when they emerge? (10 points)

NegOr_Q3_GenPhysics2_SLKWeek7_v2
17
Magnetic Force on a Current-Carrying Conductor

Calculating the Magnetic Force

Electric current is an ordered movement of charge. A current carrying

wire in a magnetic field must therefore experience a force due to the field. To
investigate this force, let’s consider the infinitesimal section of wire as shown in
Figure 8. The length and cross-sectional area of the section are and ,
respectively, so its volume . The wire is formed from material that
contains charge carriers per unit volume, so the number of charge carriers
in the section is . If the charge carriers move with drift velocity ⃗ the
current in the wire is

The magnetic force on any single charge carrier is ⃗ ⃗⃗ , so the total

magnetic field ⃗ on the charge carriers in the section of the wire is

⃗ ⃗ ⃗⃗

We can define to be a vector of length pointing along ⃗ , which

allows us to rewrite this equation

⃗ ⃗⃗

or
⃗ ⃗⃗

This is the magnetic force on the section of wire. Observe that it is

actually the net or total force exerted by the field on the charge carriers
themselves. The direction of this force is given by RHR-1, where you point your
fingers in the direction of the current and curl them toward the field. Your
thumb then points in the direction of the force.

(Ling, Loyola and Moebs 2016)

Figure 7. An infinitesimal section of current-carrying wire in a magnetic field.
NegOr_Q3_GenPhysics2_SLKWeek7_v2
18
 (Ling, Loyola and Moebs 2016)
Figure 8. (a) When the wire is in the plane of the paper, the field is perpendicular to the paper.
Note the symbols used for the field pointing inward (like the tail of an arrow) and the field pointing
outward (like the tip of an arrow). (b) A long and straight wire creates a field with magnetic field
lines forming circular loops.

To determine the magnetic force ⃗ on a wire of arbitrary length and

shape. If the wire section happens to be straight and is uniform, the
equation differentials become absolute quantities, giving us

⃗ ⃗⃗

This is the force on a straight, current-carrying wire in a uniform

magnetic field.

Example 4: Calculating Magnetic Force on a Current-Carrying Wire

A long, rigid wire lying along the y-axis carries a current flowing in
the positive y-direction. (a) If a constant magnetic field of magnitude
is directed along the positive x-axis, what is the magnetic force per unit
length on the wire? (b) If a constant magnetic field of is directed 30
degrees from the +x-axis towards the +y-axis, what is the magnetic force per
unit length on the wire?

Strategy:
The magnetic force on a current-carrying wire in a magnetic field is
given by ⃗ ⃗⃗ . For part a, since the current and magnetic field are
perpendicular in this problem, we can simplify the formula to give us the
magnitude and find the direction through the RHR-1. The angle is 90
degrees, which means . Also, the length can be divided over to the
left-hand side to find the force per unit length. For part b, the current times
length is written in unit vector notation, as well as the magnetic field. After the
cross product is taken, the directionality is evident by the resulting unit vector.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
19
Solution:
1. We start with the general formula for the magnetic force on a wire. We
are looking for the force per unit length, so we divide by the length to
bring it to the left-hand side. We also set . The solution therefore is

Directionality: Point your fingers in the positive y-direction and curl your fingers
in the positive x-direction. Your thumb will point in the ⃗ direction. Therefore,
with directionality, the solution is

⃗
⃗

2. The current times length and the magnetic field are written in unit
vector notation. Then, we take the cross product to find the force:
⃗ ⃗⃗ ̂ ̂

⃗ ̂
Discussion:
This large magnetic field creates a significant force on a small length of
wire. As the angle of the magnetic field becomes more closely aligned to the
current in the wire, there is less of a force on it, as seen from comparing parts
a and b.

PERFORMANCE TASK:

Congratulations young scientist for reaching this far! Let us

test your understanding about the previous topic by
answering the following problem.

Read the problem carefully and solve it on your

notebook, don’t forget to show your solution.
Lying along the y-axis is a long, rigid wire which carries an
8.0 A current flowing in the positive direction. (a) A 0.20 T
constant magnetic field is directed along the positive x-
axis, find the magnetic force per unit length on the wire.
(b) If a 0.20 T constant magnetic force is directed 45
degrees from the +x-axis towards the +y-axis, solve for the
magnetic force per unit length of the wire. (10 points)
NegOr_Q3_GenPhysics2_SLKWeek7_v2
20
III. WHAT I HAVE LEARNED

EVALUATION/POST-TEST:

I. TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if

otherwise. Write your answer on your notebook/Answer Sheet.

1. Magnetic poles exist in isolation like electric charges.

2. A north pole will always have a corresponding south pole in the same
magnet.
3. The magnetic force acts in the direction of the electric field.
4. The magnetic force acts on a charged particle only when the particles
are in motion.
5. The electric force acts on a charged particle regardless of whether the
particle is moving.
6. The magnetic force associated with a steady magnetic field does work
when a particle is displaced.
7. When a charged particle moves with a velocity v through a magnetic
field, the field cannot alter the direction of the velocity vector but
cannot change the speed or kinetic energy of the particle.
8. Magnets are found in some commonly used medical equipment such
as Magnetic Resonance Imaging Machines.
9. Another medical use for magnets is for treating cancer.
10. Magnetic flux is the measurement of the strength of the magnetic
force from the pole.
11. Electric current is an ordered movement of charge.
12. Magnetic forces exert work on particles and change their kinetic
energy.
13. In a cyclotron, particles moving in nearly circular paths are given a
boost twice each revolution.
14. The magnetic force on a charged particle moving through a region
with a magnetic field is always parallel to the velocity of the particle.
15. The magnetic force changes the direction of the velocity and the
magnitude of the velocity or speed.
16. A current carrying wire in a magnetic field must therefore experience a
force due to the field.
17. The magnetron was invented by E. O. Lawrence and M. S. Livingston in
1934 to accelerate particles
18. Newton’s second law to relate the radius of the circle to the magnetic
field and the speed of the particle.
19. The period of the particle’s circular orbit is called the cyclotron
frequency.
20. Cyclotron frequency is the reciprocal of the cyclotron period.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
21
II. PROBLEM SOLVING: Answer the given problems below. Show your
solutions in your notebook/Activity Sheet.

1. A circular antenna of area 3m2 is installed at a particular place. The

plane of the area of antenna is inclined at 470 with the direction of
Earth’s magnetic field. If the magnitude of Earth’s field at that place is
40773.9 nT, find the magnetic flux linked with the antenna.

2. A cyclotron for accelerating protons has a maximum radius of 0.600 m

and has a magnetic field of 0.150 T. (a) What is the cyclotron
frequency? (b) What is the kinetic energy of the protons when they
emerge? −
,
−
.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
22
 REFERENCES

An Introduction to Solenoids. Retrieved from

https://circuitdigest.com/article/what-is-solenoid-its-working-
principle-and-types. Retrieved on January 27, 2021.

David,Oliver M.General Physics .

Makati City, Philippines: DIWA Learning Systems Inc., 2017.

Difference Between Electric and Magnetic Field With

Comparison Chart-Circuit Globe. Retrieved from
https://circuitglobe.com/difference-between-electric-and-
magnetic-feld.html. Retrieved on January 18, 2021.

Ling, Samuel J., Jeff Sanny Loyola, and William Moebs. 2016. University
Physics. Vol. 1. OpenStax.
https://openstax.org/details/books/university-physics-volume-1 in
your citation.

Magnetic Forces. Retrieved from

http://hyperphysics.phy-
astr.gsu.edu/hbase/magnetic/magfor.html. Retrieved on
January 27, 2021.

Motion of a Charged Particle in a Magnetic Field Boundless

Physics. Retrieved from
https://courses.lumenlearning.com/boundless-
physics/chapter/motion-of-a-charged-particle-in-a-magnetic-
field/. Retrieved on January 17, 2021.

MRI Scan. Retrieved from

https://www.nhs.uk/conditions/mri-scan/. Retrieved on January
28, 2021

PAUL A. TIPLER, GENE MOSCA. 2008. PHYSICS FOR SCIENTIST AND

ENGINEERS. Susan Finnemore Brennan.

Paul Peter Urone, Roger Hinrichs. 2012. June

21.https://openstax.org/books/college-physics/pages/1-
introduction-to-science-and-the-realm-of-physics-physical-
quantities-and-units.

Refrigerator Magnets. Retrieved from

https://www.pinterest.ph/pin/544091198703785307/. Retrieved on
January 22, 2021.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
23
Serway, Raymond A. and Beichner, Robert J. Physics for
Scientists and Engineers with Modern Physics, Fifth Edition. United
States of America: Thomson Learning Inc., 2000.

Young, Hugh D., and Roger A. Freedman. 2012. Sears and Zemansky's
university physics : with modern physics. -- 13th ed. 13th. Edited
by Nancy Whilton. Jim Smith.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
24
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent/CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)

ARNOLD R. JUNGCO
PSDS - Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

JIMMA C. PORSUELO
GENEVA FAYE L. MENDOZA
ROWENA R. DINOKOT
Writers

GENEVA FAYE L. MENDOZA

STEPHEN C. BALDADO
Lay-out Artists
_________________________________________

ALPHA QA TEAM
JOSE MARI B. ACABAL
MA. MICHELROSE G. BALDADO

BETA QA TEAM
ZENAIDA A. ACADEMIA
ALLAN Z. ALBERTO
EUFRATES G. ANSOK JR.
ROWENA R. DINOKOT
LESTER C. PABALINAS
DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.

NegOr_Q3_GenPhysics2_SLKWeek7_v2
25
SYNOPSIS AND ABOUT THE AUTHORS

ANSWER KEY
This Self-Learning Kit gives emphasis on the
differences between electric and magnetic interactions.
Magnetic poles exist in isolation like electric charges. A
negative charge can exist by itself as well as a positive
charge. On the other hand, a north pole will always have a
corresponding south pole in the same magnet. Breaking a
magnet in half will only produce a smaller magnet with
both a north pole and a south pole.
Moreover, Lorentz’s Forces are forces on
electrically charged particles due to electromagnetic
fields. Both the electric field and magnetic field can be
defined from the Lorentz force law:
F = qE + qv x B
Electric Magnetic
force force
Magnetic flux on the other hand, is the
measurement of the strength of the magnetic force from
the pole. Mathematically, this is computed using the
equation Ф BA cos φ and is measured using the unit Weber
(Wb).
In terms of motion of charged particles in a
magnetic field, the magnetic force on a charged particle
moving through a region with a magnetic field is always
perpendicular to the velocity of the particle. The magnetic
force therefore changes the direction of the velocity but
not the magnitude of the velocity or speed. The motion of
a charged particle under the action of a magnetic field
alone is always motion with constant speed. Therefore,
magnetic forces do not exert work on particles and do not
change their kinetic energy.

Jimma C. Porsuelo obtained her Master of Arts In Education

major in General Science at Central Philippine State University- San
Carlos City (2018) and her BSEd -General Science at Philippine
Normal University-Visayas in 2008. Currently, she is a senior high
school teacher of JBCMHS-Main teaching science and research
subjects.

Geneva Faye L. Mendoza completed her BSE – Physical

Science at NORSU-Bayawan Campus and is currently continuing
her Master’s Degree (Master of Arts in Science Teaching) at NORSU-
Main Campus. She teaches Science 8 and 10 at Casiano Z.
Napigkit National High School, Santa Catalina District 1.

Rowena R. Dinokot graduated Bachelor of Secondary

Education – Major in Biology at Jose Rizal Memorial State College,
Katipunan Campus, Katipunan, Zamboanga del Norte last 2008.
She also finished the degree Master of Arts in Education major in
Administration and Supervision at Foundation University,
Dumaguete City last 2018. Presently, she is teaching at Demetrio L.
NegOr_Q3_GenPhysics2_SLKWeek7_v2
Alviola National High School
26 - SHS.