General Physics 2

Grade 12
Quarter 3
Module 2

Schools Division Office Management Team: : Rosemarie C. Blando, August M.

Jamora, Merle D. Lopez, Florendo S. Galang

Writer/s: Jennelyn M. Gomez

Illustrator: Julius Burdeos

General Physics 2
Quarter 3
First Edition, 2020

Published by: Department of Education SDO—Rizal

Schools Division Superintendent: Cherrylou D. Repia
Assistant Schools Division Superintendents:
Gloria C. Roque and Babylyn M. Pambid
 WEEK

7
I What I need to know?

To design and create the endless number of devices and processes that use
electricity and circuits, electrical engineers require a basic understanding of
electricity and the physics behind circuits. They design the circuitry for
computers and telecommunication devices, lighting and wiring for buildings, and
operating electric power stations. They also address energy conservation in our
homes and businesses by developing better ways to design and implement
circuits and electronic devices to efficiently use and ultimately save energy.
This module is divided into three (3) lessons, namely:
 Lesson 1: Resistors in series and parallel
 Lesson 2: Kirchhoff‘s rules
 Lesson 3: R-C circuits

After you have finished the content of this module, you will be able to:
1. draw circuit diagrams with power sources (cell or battery), switches, lamps,
resistors (fixed and variable) fuses, ammeters and voltmeters;
2. evaluate the equivalent resistance, current, and voltage in a given network of
resistors connected in series and/or parallel;
3. calculate the current and voltage through and across circuit elements using
Kirchhoff‘s loop and junction rules (at most 2 loops only); and
4. solve problems involving the calculation of currents and potential difference in
circuits consisting of batteries, resistors and capacitors.

I What is new?

Activity 1: Fill Me In
Complete the crossword puzzle by filling in the word that describes each clue.

ACROSS
1. pressure from an electrical circuit's power
source that pushes charged electrons
2. a single unit device which converts chemical
energy into electric energy
3. a closed path through which an electric
current flows or may flow
6.all components are connected forming a
single path for current flow
8. a component that resists the flow of electric
current
10. instrument used for measuring current
DOWN
1. instrument used for measuring voltage
3. a flow of electric charge
4. electrical safety device that operates to
provide overcurrent protection of an
electrical circuit
5. amount of storage in a capacitor
7. has two or more paths for current to flow
through
9. a device that stores electrical energy

2
 D What I know?

Pre-test: Read each item carefully and choose the letter of the correct answer.

1. Which of the following circuit diagrams shows series connection?

A. C.

B. D.

2. Which of the following circuit diagrams shows parallel connection ?

A. C.

B. D.

3. Which circuit diagram below correctly shows the connection of ammeter A

and voltmeter V to measure the current through and potential difference across
resistor R?

A. C.

B. D.

4. Three resistors, with values of 2.0, 4.0 and 8.0 W, respectively, are connected
in parallel. What is the overall resistance of this combination?
A. 0.071 B. 0.875Ω C. 1.14Ω D. 14Ω

5. What is the value of the current delivered by the

generator in the circuit shown on the right ?
A. 0.50 A C. 3.0 A
B. 2.0 A D. 9.0 A

3
 D What I know?

6. Study the diagram below. What is the current from the power supply?
A. 0.74 A
B. 10 A
C. 12.5 A
D. 125 A

7. Refer to the diagram in item 6, what is the voltage drop across each resistor?
A. 6.25 V B. 41.7 V C. 125 V D. 170 V

8. For the circuit below, the current through the 4.0Ω is 2.0 A. What is the
magnitude of the potential difference (voltage) across the battery?
A. 10 V
B. 12 V
C. 20 V
D. 24 V

9. What is the current in the circuit on the right?

A. -0.5 A
B. 0.5 A
C. -2.5 A
D. 2.5 A

10. A 1.5 V battery is connected in series with a 150 Ω resistor. What is the
maximum current that flows through the resistor during charging?
A. 0.0015 A C. 0.01 mA
B. 0.025 A D. 0.05 mA

4
Lesson 1: Resistors in Series and Parallel
Electricians use circuit diagrams or schematics to know how to build
circuits in homes and buildings, or to fix circuits in homes and buildings. Each
schematic shows the components that are in each circuit. This helps electri-
cians see where there may be a problem or where to look when an electrical
component is not working properly.

There are two types of electrical circuit, parallel circuits and series
circuits. Parallel circuits provide several different paths for the electrical current
while series circuits allow the current to flow through a single path.

D What is in?

Activity 2: Name it!

Name the symbol in each item. Choose your answer in the word pool below.
Write your answer on the blank before the number.

____________________ 1. ____________________ 6.

____________________ 2. ____________________ 7.

____________________ 3. ____________________ 8.

____________________ 4. ____________________ 9.

____________________ 5. ____________________ 10.

Ammeter Closed switch

Battery Fixed resistor
Bulb Fuse
Capacitor Open switch
Cell Voltmeter
 D What is it?

There are two types of circuit called series and parallel. A series circuit
allows electric current to flow in only one path. All parts are connected one
after another. In a parallel circuit, electric current has more than one path to
follow.
A circuit consists of three basic things to function:
 A source of voltage
 Wires which facilitate the movement of charges
 A resistor (e.g. light bulb) which requires electricity to do work.
Electricity will only travel around a circuit that is complete and closed.

Electric circuits, whether simple or complex, can be described in a

variety of ways such as descriptions, pictorials and schematic diagrams. A
circuit diagram is a graphical representation of an electrical circuit. A pictorial
circuit diagram uses simple images of components while a schematic diagram
shows the components and interconnections of the circuit using standardized
symbolic representations. The circuit symbols in the previous activity will be
frequently used in drawing schematic diagrams throughout this module.

As an illustration of the use of electrical symbols in schematic diagrams,

consider the following examples.

Figure 1.
Pictorial and schematic diagrams of a series circuit with 2 bulbs
with a switch on
Source: https://k8schoollessons.com/drawing-circuits/

Figure 2.
Pictorial and schematic diagrams of parallel circuit with 2 bulbs
with a switch off
Source: http://bclearningnetwork.com/LOR/media/

6
 D What is it?

Figure 3.
Pictorial and schematic diagrams of a circuit with voltmeter and ammeter
Source: https://wikipedia.com/

Electrical devices are connected in either a series connection, a parallel

connection or combinations of both series and parallel. Resistors are used in
light bulbs and electrical devices to limit the amount of current that reaches
them.

A. Resistors in Series
Resistors are connected in ―series‖ when they are chained together in a
single line. Since all the current flowing through the first resistor has no other
way to go it must also pass through the second resistor and the third and so
on.

Figure 4.
A series circuit with five resistors

Three important rules for resistors in series are summarized as follows:

1. The total resistance (or equivalent resistance) is equal to the sum of
individual resistances.
RT = R1 + R2 + R3 +… Rn Eq.1

In figure 4, RT = R1 + R2 + R3 + R4 + R5
RT = 20Ω + 20Ω + 20Ω + 20Ω + 10Ω
RT = 90Ω

2. The current in all parts of the circuit is the same.

IT = I1 = I2 = I3 =… In Eq.2

In figure 4, use Ohm‘s law to compute for the current, I.

IT = VT / RT
IT = 9V / 90 Ω
IT = 0.1 A
Thus, RT = I1 = I2 = I3 = I4 = I5 = 0.1 A

7
 D What is it?

3. The total voltage is equal to the sum of all the separate drops of
potential in the circuit.
VT = V1 + V2 + V3 + … Vn Eq.3

Based on figure 4, the voltage supplied by the battery is 9V. Using

Ohm‘s Law, V = I/R, you can determine the drop in potential across each
resistor.
V1 = IR1 = (0.1 A)(20Ω) = 2 V
V2 = IR2 = (0.1 A)(20Ω) = 2 V
V3 = IR3 = (0.1 A)(20Ω) = 2 V
V4 = IR4 = (0.1 A)(20Ω) = 2 V
V5 = IR5 = (0.1 A)(10Ω) = 1V

VT = V1 + V2 + V3 + V4 + V5
VT = 2V + 2V + 2V + 2V + 2V + 1V
VT = 9 V (voltage supplied by the battery)

B. Resistors in Parallel
Resistors in parallel are connected across two common points to allow
separate conducting paths. Since there are multiple paths for the current to
flow through, the current may not be the same through all the branches in the
parallel network. However, the voltage drop across all of the resistors in a
parallel connection is the same.

Figure 5.
A parallel circuit with three resistors

Three important rules for resistors in parallel are summarized as follows:

1. The reciprocal of the total resistance (or equivalent resistance) is
equal to the sum of the reciprocals of the individual resistances.

Eq.4

In figure 5, the total resistance in the circuit can be computed as follows,

8
 D What is it?

2. The voltage across each resistor is the same.

VT = V1 = V2 = V3 =… Vn Eq.5

Based o figure 5, the voltage supplied in the circuit is 7 V, thus

VT = V1 = V2 = V3 = 7 V

3. The total current is equal to the sum of the current in each branch.

IT = I1 + I2 + I3 +… In Eq.6

In figure 5, the total current can be computed by adding the individual

current used by each resistor. Use Ohm‘s law to determine the current passing
through each resistor.
I1 = V/R1 = 7 V/100Ω = 0.07 A
I2 = V/R2 = 7 V/400Ω = 0.0175 A
I3 = V/R3 = 7 V/200Ω = 0.035 A

IT = I1 + I2 + I3
IT = 0.07A + 0.0175A + 0.035 A
IT = 0.1225 A

C. Series and Parallel Resistors

Circuits are not always connected in pure series or pure parallel
systems. A system with such complex circuit is commonly described as a
network. Consider the schematic diagram below.
Let:
R1 = 100 Ω
R2 = 400 Ω
R3= 100 Ω
R4 = 200 Ω
VT = 6 V
Figure 6.
Resistors in series and parallel connections
Source: http://problemsphysics.com/electricity/series-and-parallel-resistors.html

The following steps can be followed to simplify the network.

1. Find the total resistance of the system.
a. Calculate the combined resistances of the resistors in parallel.

9
D What is it?

b. Combine the equivalent resistance in (a) with the resistance of the

resistors in series.

RT = R1 + R2 + R3-4
RT = 100Ω + 400Ω + 66.67Ω
RT = 566.67Ω

2. Solve for the total current and analyse the current through each
resistor based on the given schematic diagram.
IT = VT/RT
IT = 6V/566.67Ω
IT = 0.0106 A

Since resistors 1 and 2 are in series, I1 = I2 = 0.0106 A.

Resistors 3 and 4 which are connected in parallel share the 0.0106 A.
I3-4 = 0.0106 A
(Current through each resistor will be solved later.)

3. Compute for the drop in potential across each resistor.

R1 and R2 are in series. Use Ohm‘s law to find the voltage across each resistor.
V1 = IR1 = 0.0106A(100Ω) = 1.06 V
V2 = IR1 = 0.0106A(400Ω) = 4.24 V
To solve for V2-3,
VT = V1 + V2 + V3-4
V3-4 = VT - V1 + V2
V3-4 = 6V - 1.06V + 4.24V
V3-4 = 0.7 V
Since resistors 3 ad 4 are connected in parallel, the voltage drop in each
resistor is the same. Thus V3 = V4 = 0.7 V.

4. Compute for the current through resistors 3 and 4.

I3 = V3/R3 = 0.7V/100Ω = 0.007 A
I4 = V4/R4 = 0.7V/200Ω = 0.0035 A

10
 E What is more?

Activity 3: Sketch Time!

Draw the following pictorial circuit diagrams to schematic diagrams using
correct electric symbols.

1. 2. 3.

Activity 4: Schematic Analyzing

A combination circuit is shown in the diagram below. Use the diagram to
answer the following questions. Choose your answer from the options in the
parenthesis.

a. The current through the 8Ω-resistor is (greater

than, equal to, less than) the current through the
6Ω-resistor.
b. The current through the 3Ω-resistor (greater
than, equal to, less than) the current through the
5Ω-resistor.
c. The drop in potential across the 3Ω-resistor is
(greater than, equal to, less than) the potential drop
across the 5Ω-resistor.
d. The drop in potential across the 8Ω-resistor is
(greater than, equal to, less than) the potential drop
across the 6Ω-resistor.
e. The total current flowing in the circuit is (0.462 A, 0.760 A, 1.323 A).

E What I can do?

Activity 5: Let’s do some Math

Show your complete solution to the problem below.

Two 60.0 Ω resistors are connected in parallel and this parallel arrangement is
then connected in series with a 30.0 Ω resistor. The combination is placed
across a 120. V potential difference.

1.Draw a schematic diagram of the circuit using correct symbols.

2.What is the equivalent resistance of the parallel portion of the circuit?
3.What is the equivalent resistance for the entire circuit?
4.What is the total current in the circuit?
5.What is the voltage drop across the 30.0 Ω resistor?
6.What is the voltage drop across the parallel portion of the circuit?
7.What is the current through each resistor?

11
 E What I have learned?

Activity 6: Check your understanding

Directions: Fill in the word that will complete the statements.

1. A _____ shows the components and interconnections of the circuit using

standardized symbolic representations.

2. A _____ is a device which provides the complete path for current to flow.

3. Household circuits are wired so the electrical devices are connected in ____.

4. _____ resists the flow of electricity, and this function is vital to the operation
most circuits.

5. In a _____ arrangement, two or more resistors are connected end-to-end.

6. In a _____ connection, there are many paths for current to flow.

7. The _____ resistance has the effect on the circuit as the original combination
of resistors.

8. The _____ across each resistor in a parallel connection is the same because
each is connected directly across the battery terminals.

9. The _____ across each resistor in a series connection is the same because
there is only one path to follow.

10. A system with combined series and parallel connections is known as a ____.

12
Lesson 2: Kirchhoff’s Rules
The physicist Gustav Robert Kirchhoff (1824-1887) performed research
and experimentation in electricity many years before wireless communication,
the Internet, and other ―modern marvels‖ existed. He is credited for two
fundamental laws governing the behavior of DC circuits that are extremely im-
portant to the analysis of closed circuits.

I What is new?

Activity 1: Reveal the secret message.

Find all the words listed in the word search puzzle below. Words can go in
any direction. Words can share letters and/or cross over each other. Once
you find all the words, copy the unused letters starting in the top left corner
into the boxes to reveal the hidden message.

Word List

Circuit
Complex
Junction
Loop
Node
Zero

Hidden message:

D What is in?

Activity 2: Circuit Recall

Study the schematic diagram below and answer the questions that follow:

1. What is the voltage source used in the

diagram?
2. Which resistor has the greatest current
through it?
3. Which resistor has the least current
through it?
4. What is the total current equal to? Figure 1.
5. What is the voltage across each resistor? A parallel circuit
Source: https:www.allaboutcircuits.com/

13
 D What is it?

In lesson 1, you have just analyzed circuits by reducing them to

equivalent resistance. However, many complex circuits cannot be analyzed with
the series-parallel techniques developed in the previous lesson. In this topic,
you will use Kirchhoff‘s rules to analyze more complex circuits.
Consider the schematic diagram below.

Figure 2.
A multi-loop circuit
Source:https://opentextbc.ca/universityphysicsv2openstax/chapter/kirchhoffs-rules/

Figure 2 is a multi-loop circuit, which consists of junctions. A junction,

also known as a node, is a connection of three or more wires. In this circuit, the
previous methods cannot be used because not all the resistors are in clear se-
ries or parallel arrangements that can be reduced. Circuit like this can be ana-
lyzed using Kirchhoff‘s laws.

First Rule: Kirchhoff’s Current Law (KCL)

Kirchhoff‘s Current Law (KCL) is also known as the junction rule.
This rule states that ―the sum of all currents entering a junction must equal the
sum of all currents leaving the junction.‖

Iin = Iout Eq.1

Current is the flow of charge, and charge is conserved;

thus, whatever charge flows into the junction or node (a)
must flow out of the junction as illustrated in figure 3.

If the current is entering the node, assign a negative ―-―sign;

If the current is leaving the node, assign a positive ―+‖ sign.
In figure 3, I1 + (-I2) + (-I3) = 0.
Figure 3.
Second Rule: Kirchhoff’s Voltage Law (KVL)
Kirchhoff‘s second rule is also called the loop rule.
This rule states that ―the algebraic sum of potential differences around any
closed circuit path or loop must be zero.‖

V= 0 Eq.2

In a closed loop, whatever energy is supplied by the voltage source, the energy
must be transferred into other forms by the devices in the loop, since there are
no other ways in which energy can be transferred into or out of the circuit.

14
 D What is it?

Consider a simple loop with no

junctions as shown in figure 4. The circuit
consists of a voltage source and three resis-
tors. The labels a, b, c, and d serve as refer-
ences to help in determining the sign of the
voltage differences across the circuit elements
(voltage source and resistors).

Figure 4.

Figure 5 summarizes the rules in determining the sign for potential drops
across circuit elements.

a. When moving across a resistor in the same direction as the current flow,
subtract the potential drop.
b. When moving across a resistor in the opposite direction as the current flow,
add the potential drop.
c. When moving across a voltage source from the negative terminal to the
positive terminal, add the potential drop.
d. When moving across a voltage source from the positive terminal to the
negative terminal, subtract the potential drop.

Figure 5.
Representation of determining the sign of the potential drop

Based on figure 4, the calculated total current in the circuit is 2.00A. The
potential differences across the resistors with their corresponding signs are as
follow:
V1 = -IR1 = -2.00A(1.00Ω) = -2V
V2 = -IR2 = -2.00A(2.00Ω) = -4V
V3 = -IR3 = -2.00A(3.00Ω) = -6V
VT = +12 V (voltage source)
V =VT -IR1 -IR2 -IR3 = 0 (KVL/Loop Rule)
V =12V -2V - 4V - 6V = 0

15
 D What is it?

Sample Problem 1:
Determine the current in the circuit.

Figure 6.
Since the resistors are connected in series, the current must be the same for
each. Use Kirchhoff's loop rule to determine the current.
Solution:
V =0
-I(12Ω) - 6V - I(8Ω) + 12 V = 0
Rearranging the equation:
-I (12Ω+8Ω) - 6V + 12 V = 0
-I (20Ω) + 18 V = 0
18 V = I (20Ω)
I = 18V/20Ω
I = 0.9 A (This is the current in the circuit.)

Sample Problem 2:
Consider the circuit shown in figure 7.
The voltage source is given as V = 16 V, R1 = 2Ω and
R2 = 4Ω. What is the current through the resistors?

Solution:
-I1R1 + I2R2 = 0
But V1 = V2 (resistors are in parallel
connection)
V– V1 = 0 V– V2 = 0
V - I1R1 = 0 V - I2R2 = 0
V = I1R1 V = I2R2
I1 = V/R1 I2 = V/R2
I1 = 16V/2Ω I2 = 16V/4Ω Figure 7.
I1 = 8A I1 = 4A

16
 E What is more?

Activity 3. What flows in, flows out!

Apply KCL to calculate the unknown current in each diagram.

1 2 3

E What I can do?

Activity 4. Kirchhoff Rules!

1. Determine the electric current that flows in the circuit as shown in the
figure below. The direction of current is clockwise.
I

2. Analyze the following electrical circuit,

The values for each component of the circuit are given below. Consider that the
current through node C is 1.45 A and 1.09 A through node D.
Determine the voltage drop for each component using Kirchhoff‘s rules.
V = 12 V
R1 = 1 Ω
R2 = 2 Ω
R3 = 3 Ω
R4 = 4 Ω V

17
 A What I have learned?

Activity 5: Check your Understanding

Perform what is asked for each item.

1. Using Venn diagram, compare and contrast KCL and KVL.

KCL KVL

2. For the junction in the network shown below, write an equation applying
Kirchhoff‘s current law.

3. For the circuit shown below, use Kirchhoff‘s voltage law to find the voltage in
the circuit elements.

4. Applying Kirchhoff‘s voltage law clockwise around loop ABCD in the circuit
shown below, derive an equation to determine the voltage in the circuit.

18
Lesson 3: R-C Circuits
High-speed flash photography was pioneered by Doc Edgerton in the
1930s. This kind of photography gives more artistic control over photos. To stop
the motion and capture pictures, one needs a high-intensity, very short pulsed
flash. The light flash discharges the capacitor in a tiny fraction of a second.
In the previous lesson, you have analyzed circuits with resistors. In this
lesson, you will analyze circuits that contain a resistor R and a capacitor C. This
is known as R-C circuit. A capacitor is an electrical component that stores
electric charge.

I What is new?

Activity 1: Spot the differences

Batteries and capacitors seem similar as they both store and release
electrical energy. However, there are crucial differences between them that
impact their potential applications due to how they function differently.
Fill out the table below with the correct descriptions for a battery and for a
capacitor.

Battery Capacitor

1. 1.

2. 2.

3. 3.

4. 4.

Descriptions
 Long cycle life
 High load currents
 Long charging times
 Short charging times
 Temperature sensitive
 Potential energy in a chemical form
 Potential energy is stored in an electric field
 Constant voltage that can be turned on or off

19
 D What is in?

Activity 2: Sketch and Analyse!

Draw a schematic diagram of an RC circuit based on the pictorial

illustration below. Use correct electric symbols for your schematic diagram.

Figure 1. Schematic Diagram of RC Circuit

Pictorial diagram of an RC circuit

Answer the following questions:

1. What supplies the electromotive force in the circuit?
2. What is the function of the capacitor in the circuit?
3. Will current flow through the resistor immediately after the switch is
closed? Why or why not?
4. Will current flow through the capacitor immediately after the switch is
closed? Why or why not?

D What is it?

An RC circuit contains a resistor, R, a capacitor, C, and an electromo-

tive force, emf which is usually supplied by a battery. The capacitor stores
energy and the resistor connected in series with the capacitor controls the
charging and discharging of the capacitor.

Ɛ or VS

Figure 2.
Diagram of an RC circuit

Circuit Analysis:
1.When the switch is in the open position (off) as shown in figure 2, the
capacitor is not connected to the emf source (battery), there will be no
charges stored in the capacitor (QC = 0) and the potential difference between
the plates of the capacitor will also be zero (VC = 0). This is called the initial
state.

20
 D What is it?

2. If the switch is closed, charges will tend to accumulate on the plates of

the capacitor, + on one plate, _ on the other, thus charging up the capacitor.
This will continue until the accumulated charge creates a potential
difference (VC) between the two plates that is equal to the electromotive force
(VC = ɛ). When this happens, , the capacitor has a voltage across it, but no
current flows through the circuit. This is called the steady state.

3. When two plates of the capacitor are connected, the charges stored on
the capacitor will tend to pass through the connecting wire to the opposite
plate. Thus, the charged capacitor will discharge.

In RC circuits, time constant, t is the time in seconds required to charge a

capacitor to 63.2% of the applied voltage. This period is referred to as one
time constant.
t = RC Eq.1

where:
t = time constant in seconds
R = resistance in ohms
C = capacitance in farads
The time required for the capacitor to be fully charge is equivalent to
about 5 time constants or 5t.

Since voltage V is related to charge on a capacitor given by the equation,

Vc = Q/C, the voltage across the capacitor (Vc) at any instant in time during
the charging period can be calculated by:
VC=VS (1-e (-t/RC)) Eq.2
where:
Vc = voltage across the capacitor
Vs = voltage source
e = 2.7182 (Euler‘s number)
t = lapsed time since the application of the
supply voltage
RC = time constant of the RC charging circuit
The table below shows the percentage of voltage and current values for the
capacitor in an RC charging circuit for a given time constant.

Time RC Value Percentage of Percentage of

Constant Maximum Voltage Maximum Current
0.5t 0.5t = 0.5RC 39.3% 60.7%
0.7t 0.7t = 0.7RC 50.3% 49.7%
1.0t 1t = 1RC 63.2% 36.8%
2.0t 2t = 2RC 86.5% 13.5%
3.0t 3t = 3RC 95.0% 5.0%
4.0t 4t = 4RC 98.2% 1.8%
5.0t 5t = 5RC 99.3% 0.7%

21
 D What is it?

Sample Problem:
A 200Ω resistor, a 5000µF capacitor, a switch, and a 10-V battery are
in series in a single circuit loop.
a. What are the initial and steady currents?
b. How long will the circuit take to reach the steady state?
c. What is the voltage in the capacitor at 0.5 time constant and 2 time
constants?
d. What is the voltage across the capacitor after 3 seconds?

Solution:
a. Since the capacitor is initially uncharged, the charges will move as if the
capacitor is essentially absent . Thus, the initial value of the current is just
equal to I = V/R
I = 10V / 200Ω
I = 0.05 A
At the steady state, the current is zero.

b. Calculate for the time constant, t = RC

t = 200Ω(5000µF) = t = 1 s
Since the time required for the capacitor to be fully charged is about 5 time
constants or 5t, therefore, 5t = 5(1s), it will take 5 seconds to reach the
steady state.

c. At 0.5 time constants, Vc = 0.5t(Vs) = 39.3%(10V) = 3.93 V

At 2 time constants, Vc = 2t(Vs) = 86.5%(10V) = 8.65V

d. The voltage across the capacitor after 3 seconds:

VC=VS (1-e (-t/RC))
VC=10V (1-2.7182(-3s/1s))
VC = 10V (1-2.7182-3)
VC = 10V (1-0.0498)
VC = 10V (0.9502)
VC = 9.502 V

22
 E What is more?

Activity 3: Charging Time

Analyze the RC charging circuit diagram below and answer the questions
that follow.

1. Refer to the table for an RC charging circuit to determine the voltage in

the capacitor for the given time constant.
Time Constant Voltage in the Capacitor
0.5t
0.7t
1.0t
2.0t
3.0t
4.0t
5.0t

2. How long will it take to ―fully charge‖ the capacitor?

3. What is the voltage across the capacitor after 100 seconds?

E What I can do?

Activity 4: Circuit is life!
Study the RC discharging circuit. Show your complete solutions for the
questions that follow.

A capacitor is fully charged to 10 volts.

1. What is the RC time constant when the switch is first closed?

2. What is the current in the circuit?
3. What will be the voltage across the capacitor at 0.7 time constant and at
3.0 time constants?
4. How long will it take for the capacitor to ―fully discharge‖ itself (equal to 5
time constants)?

23
 E What I have learned?

Activity 5: Check your Understanding

Answer briefly the following questions. Show your complete solutions for the
problems.

1.What is an RC circuit?

2. What information does time constant of an RC circuit give?

3. In an RC series circuit, V= 5.0V, R = 10kΩ, and C = 1800µF. What is the

time constant?

4. What happens to the current and voltage in the capacitor at steady state?

5. A 1.50 V battery is connected in series with a capacitor and a 275Ω

resistor.
a. What is the charge and the voltage across the capacitor
immediately after the switch is closed?
b. At steady state, what will be the potential across the capacitor?

A What I can achieve?

Post test: Read each item carefully and choose the letter of the correct
answer.

1. Which of the following circuit diagrams shows series connection?

A. C.

B. D.

2. Which of the following circuit diagrams shows parallel connection ?

A. C.

B. D.

24
 A What I can achieve?

3. Which circuit diagram below correctly shows the connection of ammeter A

and voltmeter V to measure the current through and potential difference across
resistor R?

A. C.

B. D.

4.What is the value of the current delivered by the

generator in the circuit shown on the right ?
A. 0.50 A C. 3.0 A
B. 2.0 A D. 9.0 A

5. Three resistors, with values of 2.0, 4.0 and 8.0 W, respectively, are connected
in parallel. What is the overall resistance of this combination?
A. 0.071 B. 0.875Ω C. 1.14Ω D. 14Ω

For items, 6 and 7, refer to the diagram below.

6. What is the voltage drop across each resistor?
A. 6.25 V
B. 41.7 V
C. 125 V
D. 170 V

7. What is the current from the power supply?

A. 0.74 A B. 10 A C. 12.5 A D. 125 A

8. A 1.5 V battery is connected in series with a 150 Ω resistor. What is the max-
imum current that flows through the resistor during charging?
A. 0.0015 A C. 0.01 mA
B. 0.025 A D. 0.05 mA

9. For the circuit below, the current through the 4.0Ω is 2.0 A. What is the
magnitude of the potential difference (voltage) across the battery?
A. 10 V
B. 12 V
C. 20 V
D. 24 V

10. What is the current in the circuit on the right?

A. -0.5 A
B. 0.5 A
C. -2.5 A
D. 2.5 A

25
 Answers

What is new? What is more? What I can do? What I can do?
Across Act. 3 1. 0.2 A 1. 2.2 s
1. voltage Answers may vary 2. V1 = 2.54 V 2. 0.1 A
2. Cell Act.4 V1 = 5.09 V 3. 0.7t = 4.97 V
3. Circuit 1. equal to V1 = 4.36 V 3t = 0.5 V
6. series 2. greater than V1 = 4.36 V 4. 5t = 11 s
8. resistor 3. less than
10. ammeter 4. greater than What I have learned? What I can
Down 5. 0.760 A 1. Answers may vary achieve?
1. voltmeter 2. I1 + I5 = I2+I3+I4 Post test
3. current What I have 3. E1-E2-E3 = I(r1+r2+r3) 1. B
4. fuse learned? 2. D
5. capacitance 1. schematic LESSON 3 3. C
7.parallel diagram What is new? 4. A
9. capacitor 2. circuit  Battery 5. B
3. parallel -long charging time 6. C
What I know? 4. resistor - temperature sensitive 7. B
Pre-test 5. series - potential energy in 8. D
1. A 6.parallel chemical form 9. C
2. B 7. equivalent - constant voltage that 10. A
3. D 8. voltage can be turned on or off
4. B 9.current  Capacitor
5. A 10. network - long cycle life
6. B - high load currents
7. C LESSON 2 - short charging time
8. C What is new? - potential energy is
9. A Hidden message: stored in an electric
10. D Kirchhoff‘s current field
and voltage law
LESSON 1 What is in?
What is in? What is in? 1. battery
1. cell 1. battery 2. stores energy
2. battery 2. 1kΩ 3. Yes
3. closed switch 3. 10kΩ 4. No
4. open switch 4. 14.4 A
5. resistor 5. 9 V What is more?
6. capacitor 0.5t = 1.965 V
7. fuse What is more? 0.7t = 2.515 V
8. ammeter 1. 3 A 1.0t = 3.160 V
9. voltmeter 2. 2.5 A 2.0t= 4.325 V
10. bulb 3. -7 A 3.0t = 4.750 V
4.0t = 4.910 V
5.0t = 4.965

26
 References

Books
Navaza, D. and Valdes, B. (1996). Physics. Phoenix Publishing House, Inc.
Serway, R. and Faughn, J. (2003). College Physics. Brooks/Cole Thomson Learning
Young, H and Freedman, R. (2000) University Physics. Pearson Education Asia Pte Ltd.
Electronic Sources
Circuit symbols and circuit diagrams. Retrieved January 29, 2021 from https://
www.physicsclassroom.com/class/circuits/Lesson-4/Circuit-Symbols-and-
Circuit-DiagramsRC discharging circuit. Retrieved January 31, 2020 from
https://www.electronics-tutorials.ws/rc/rc_2.html
Kirchhoff‘s laws. Retrieved January 30, 2021 from https://www.sanfoundry.com/
electric-circuits-questions-answers-kirchhoffs-laws/
Kirchhoff‘s rules. Retrieved January 30, 2021 from https://opentextbc.ca/
universityphysicsv2openstax/chapter/kirchhoffs-rules/
#CNX_UPhysics_27_02_Traverse
Resistors in series and parallel. Retrieved January 29, 2021 from http://
www.physics.utah.edu/~woolf/2020_Jui/feb11.pdf
Series and parallel resistors. Retrieved January 29, 2021 from http://
problemsphysics.com/electricity/series-and-parallel-resistors.html

27
 WEEK

8
I What I need to know?

Magnetism is vital in technological applications and advancement. Electric

and magnetic interactions are central to the structure of matter, to chemical and
biological phenomena, and to the design and operation of most modern
technology.
This module will help you investigate the close link between magnetism
and electricity. Magnetic fields affect moving charges and moving charges produce
magnetic fields. The ultimate source of all magnetic fields is electric current.
This module is divided into four (4) lessons, namely:
 Lesson 1: Magnetic fields and Lorentz Force
 Lesson 2: Motion of charged particle in a magnetic field
 Lesson 3: Magnetic forces on current carrying wires
 Lesson 4: Biot-Savart Law and Ampere‘s Law

After you have finished the content of this module, you will be able to:
1. differentiate electric interactions from magnetic interactions ;
2. evaluate the total magnetic flux through an open surface;
3.describe the motion of a charged particle in a magnetic field in terms of its
speed, acceleration, cyclotron radius, cyclotron frequency, and kinetic energy;
4.evaluate the magnetic force on an arbitrary wire segment placed in a uniform
magnetic field;
5.evaluate the magnetic field vector at a given point in space due to a moving
point charge, an infinitesimal current element, or a straight current-carrying
conductor ;
6. calculate the magnetic field due to one or more straight wire conductors using
the superposition principle;
7. Calculate the force per unit length on a current carrying wire due to the
magnetic field produced by other current carrying wires ;
8. evaluate the magnetic field vector at any point along the axis of a circular
current loop; and
9. solve problems involving magnetic fields, forces due to magnetic fields and the
motion of charges and current carrying wires in contexts such as, but not limited
to, determining the strength of Earth‘s magnetic field, mass spectrometers, and
solenoids.

Enjoy learning!

28
 I What is new?

Activity: Combine and guess

Think of a word/s related to MAGNETISM based on the combination of the
picture clues and write something about it.

1. + = _____________________

2. + = __________________________

3. + = _____________________________

4. + = _____________________________

5. I + + = _____________________________

D What I know?

Pre-test:
Read each item carefully and choose the letter of the correct answer.

1. Which of the following diagrams showing the magnetic field lines around a
bar magnet is CORRECT?

A. B. C. D.
2. What is the basic source of magnetism?
A. Magnetic domains C. Charged particles alone
B. Magnetic dipoles D. Movement of charged particles
3. What is the term for the magnetic field lines that pass perpendicularly
through any surface?
A. Magnetic flux C. Electromotive force
B. Magnetic flux density D. Electromagnetic induction
4. What is the relation between the magnetic flux in these two figures below?
A. Φ1 = Φ2
B. Φ1 < Φ2
C. Φ1 > Φ2
D. Φ1 - Φ2 = 0 Φ1 Φ2

29
 I What I know?

5. A coil of wire of 20 turns has across sectional area of 0.1 m2. A magnetic field
of 0.5T passes through the coil parallel to the plane of the coil. What is the total
magnetic flux through the coil?
A. 0 Wb B. 0.5 Wb C. 0.86 Wb D. 1 Wb

6. A particle of charge –0.04 C is projected with speed 2 × 104 m/s into a

uniform magnetic field of strength 0.5 T. If the particle‘s velocity as it enters the
field is perpendicular to the magnetic field , what is the magnitude of the
magnetic force on this particle?
A. 8 N B.40 N C. 80 N D. 400 N

7. A charged particle is injected into a uniform magnetic field such that its
velocity vector is perpendicular to the magnetic field vector. Neglecting the
particle's weight, what will be the motion of the particle?
A. follow a spiral path C. follow a circular path
B. move in a straight line D. move along a parabolic path

8. A 2.0-m wire carrying a current of 0.60 A is oriented parallel to a uniform

magnetic field of 0.50 T. What is the magnitude of the force it experiences?
A. zero B. 0.15 N C. 0.30 N D. 0.60 N

9. Two long straight wires are parallel and carry current in the same direction.
The currents are 8.0 and 12 A and the wires are separated by 0.40 cm. The
magnetic field at a point midway between the wires is:
A. 4.83x10-4 T C. 4.83x10-2 T
B. 9.65x10 T-4 D. 9.65x10-2 T

10. A solenoid is 3.0 cm long. It is wrapped with 500 turns of wire carrying a
current of 2.0 A. What is the magnetic field at the center of the solenoid?
A. 1.27x10-3 T C. 4.19x10-2 T
B. 2.50x10-3 T D. 8.00x10-2 T

30
Lesson 1: Magnetic fields and Lorentz Force
Magnetism is one aspect of the combined electromagnetic force. It refers
to physical phenomenon arising due to the force exerted by magnets.
Magnetism encompasses all phenomena relating to the magnetic field and its
effects on other entities. A magnetic field exerts a force on particles in the field
due to the Lorentz force.

D What is in?

Activity 1: Electric vs. Magnetic

Recall 3 things you remember about electric and magnetic interactions.

Figure. 1
Electric Interaction Magnetic Interaction

____________________ ____________________

____________________ ____________________

____________________ ____________________

D What is it?

The area around a magnet within which magnetic force is exerted is

called a magnetic field. It is produced by moving electric charges. This can also
be thought of as the flow of water in a garden hose. As the amount of current
flowing increases, the level of magnetic field increases. Magnetic fields are
measured in milliGauss (mG).
The presence and strength of a magnetic field is expressed by ―magnetic
flux lines‖. These lines indicate the direction of the magnetic field. The closer
the lines, the stronger the magnetic field; the farther the lines, the weaker the
magnetic field.
Electric fields are generated around particles that bear electric charge.
Positive charges are drawn towards it, while negative charges are repelled.

Figure 2.
Electric and Magnetic Interaction
31
 D What is it?

An electric field occurs when a voltage is present. Think of electric

voltage as the pressure of water in a garden hose – the higher the voltage, the
stronger the electric field strength. Electric field strength is measured in volts
per meter (V/m). The strength of an electric field decreases rapidly when
moving away from the source.
A charged particle in an electric field will always feel a force due to this
field of magnitude F=qE. A charged particle in a magnetic field will only feel a
force due to the magnetic field if it is moving relative to this field, and is not
moving parallel to the field. The sum of these two effects creates a force that is
expressed in the Lorentz force law which can be summarized in the equation:

F = qE + qvBsin Eq.1

where:
F - Lorentz force
qE - electric force
qvBsin - magnetic force

Magnetic flux, Φ, is a measurement of the total magnetic field which

passes through a given area. For a magnetic field that makes an angle with the
plane of a surface, the equation for magnetic flux is:
Φ = BAcos Eq.2

Where:
Φ - magnetic flux (in Weber, Wb)
B - magnetic field (in Tesla, T)
A - area vector equal to the area of a surface (in m2)
- angle between the magnetic field and the area
vector, A ( Area vector‘s direction is
perpendicular to the surface area)

For a magnetic field that is perpendicular to the surface of a plane, the

magnetic flux is simply given by,
Φ = BA Eq.3

When determining the total magnetic flux through a surface only the
boundary of the surface needs to be defined, the actual shape of the surface is
not considered. The magnetic flux through an open surface is not zero.

Sample Problem:
A magnetic field of 20T is directed perpendicular to the face of a circular
loop with a radius of 25 cm. Calculate the magnetic flux in the loop.
Solution:
Φ = BA but: A = r2 (area of a circle)
Φ = 20T ( r )
2

Φ = 20T ( )(0.25m2)
Φ = 3.93 Wb.

32
 E What is more?

Activity 2: Fill me
A. Fill out the comparison chart with the characteristics for electric and
magnetic field.

Electric Field Magnetic field

Nature

Units

Force

Movement in
electromagnetic field

Pole

B. Answer the questions below.

Based on the set of diagrams below, which diagram (A or B) has the greater
magnetic flux? Why?

1. 3.

A B A B

2.

A B

E What can I do?

Activity 3: Flex the flux

Solve the following problems.
1. A rectangular loop is 0.50m and 0.60m. B and θ are 0.02T and 45°
respectively. Determine the magnetic flux through the surface.
2. A circular loop (shown on the right) of area 5 x 10-2m2 rotates in
a uniform magnetic field of 0.2 T. If the loop rotates about its
diameter which is perpendicular to the magnetic field, find the
magnetic flux linked with the loop when its plane is:
a. perpendicular to the field
b. inclined 60° relative to the field
c. parallel to the field.

33
 A What is I have learned?

Activity 4: Check your understanding

1. How does magnetic interaction differ from electric interaction?

2. Sketch the magnetic field pattern found around a bar magnet.

3. Explain how the following factors affect the magnitude of the magnetic flux.
a. area of the plane;
b. strength of the magnetic field; and
c. orientation of the surface of the plane and the magnetic field

4. When is the magnetic flux maximum? zero?

5. A loop of wire in the form of a square 1.50 m on each side, its plane makes
an angle of 40.0° with a uniform magnetic field of 0.95 T. What is the magnetic
flux through the loop?

34
Lesson 2: Motion of charged particles in a magnetic field
Force due to both electric and magnetic forces will influence the motion
of charged particles but in qualitatively different ways. A charged particle
experiences a force when moving through a magnetic field. In this lesson, you
will understand the motion of the charged particle entering a magnetic field.

I What is in?

Activity 1: Word cryptogram

Rearrange the letters in the boxes to come up with the correct word/s. Use the
definition in each item as clue.

G D R O A R Y U I S
1.
This refers to the radius of the circular motion of a charged particle in
the presence of a uniform magnetic field.

C C R Y O T O L N
2.
This is a particle accelerator in which charged particles were generated
at a central source and accelerated spirally outward through a fixed magnetic
and alternating electric fields.

R C A I U C L R
3.
This is the shape of the path followed by a charged particles in a
uniform magnetic field.

C O R Y O T C N L F E C Q R E U N Y
4.
This is the orbital frequency in a magnetic field, B of a relativistic particle
with charge, q and mass, m.

D What is it?

High speed charged particles are required for nuclear and atomic
researches and experiments. Cyclotron, also known as ―particle accelerator‖, is
a device used to accelerate charged particle to a very high speed. It uses
―crossed‖ magnetic and electric fields at right angles to achieve the objective.
Cyclotron works on the principle that a charged particle moving normal to a
magnetic field experiences magnetic force due to which the particle moves in a
circular path.

Figure 1.
Cyclotron
Source: https://ef.engr.utk.edu/hyperphysics/

35
 D What is it?

A charged particle experiences a force when moving through a magnetic

field. When a charged particle moves perpendicular to a uniform magnetic field,
B it follows a curved path in a magnetic field as shown in figure 1. The particle
continues to follow this curved path until it forms a complete circle.

As seen in the figure 2, the magnetic force is perpendicular to the

velocity, so velocity changes in direction but not magnitude. The result is
uniform circular motion.

Figure 2.

Below are the important concepts about the motion of a charged particle in a
magnetic field:

1.If a charged particle‘s velocity is completely parallel to the magnetic field, the
magnetic field will exert no force on the particle. In this case a charged particle
will continue moving with straight-line motion even in a strong magnetic field.
If the velocity vector is neither parallel nor perpendicular to the magnetic field
(between 0 and 90 degrees), then the component of v parallel to B remains
unchanged.

2. The magnetic field does no work because magnetic force cannot change the
speed of a charged particle, only its direction so the kinetic energy and speed of
a charged particle in a magnetic field remain constant.

3. The magnitude of the magnetic force is proportional to charge and speed of

the particle while the direction depends on the velocity of the particle and the
direction of the magnetic field.
FB = qvB Eq.2

The direction of the magnetic force for positive moving charge is

given by the right-hand rule, RHR, as shown in figure 3.
The direction of the magnetic force on a moving charge is perpen-
dicular to the plane formed by v and B. The magnitude of the
force is proportional to q, v, B, and the sine of the angle between
v and B.

Figure 3.
Right hand rule

36
 D What is it?

4. A particle of mass, m moves in a circular orbit of radius, r with a constant

speed, v has an acceleration of magnitude given by,

The acceleration is always directed towards the center of the orbit. The
magnetic force provides the centripetal force on the charged particle for it to
undergo uniform circular motion.

From eq. 4, the radius of charged particle moving in a uniform magnetic field is
given by,

5. The cyclotron frequency or gyrofrequency is the number of cycles a particle

completes around its circular path every second and is given by,

6. The operation of the cyclotron depends on the fact that, in a uniform

magnetic field, a particle‘s orbital period is independent of its radius and its
kinetic energy.
If the maximum orbital radius in the cyclotron is R, then from the maximum
speed of a circulating particle of mass m and charge q is,

Thus, its kinetic energy when ejected from the cyclotron is,

Sample problem:
A proton is moving in a circular orbit of radius 14 cm in a uniform
magnetic field of 0.35 T perpendicular to the velocity of the charged particle.
Calculate the:
a. speed of the proton
b. kinetic energy of the proton
c. cyclotron frequency
d. acceleration of the proton as it moves around the circular path

37
 D What is it?

Solution:
mp = 1.67 x 10-27 kg
qp = 1.60 x 10-19 C
r = 14 cm = 0.14 m
B = 0.35 T
a. speed of the proton

vmax = [(1.60 x 10-19 C)(0.35 T)(0.14 m)]/1.67 x 10-27 kg

vmax = 4.69 x 106 m/s

b. kinetic energy of the proton

KE = [(1.60 x 10-19 C)2(0.35 T)2(0.14 m)2]/[2(1.67 x 10-27 kg)]

KE = [2.55 x 10-38 C2)(0.12T2)(0.02m2)]/3.34 x 10-27 kg)
KE = 1.83 x 10-14 J = 0.11 MeV

Using will yield the same result.

c. cyclotron frequency

f= [(1.60 x 10-19 -27 kg)

f = 5.33 x 106 Hz = 5.33 MHz

d. acceleration of the proton as it moves around the circular path

a = (4.69 x 106 m/s)2 (0.14 m)

a = 1.57 x 1014 m/s2

38
 E What is more?

Activity 2: Think and write

For items 1 and 2, study the figure below that shows two particles moving in a
magnetic field.

1. Describe the velocity of the particles (a) and (b), assuming they have identical
charges and masses.

2. Describe the mass of the particles (a) and (b), assuming they have identical
charges and velocities?

3. A charged particle is moving perpendicular to a magnetic field in a circle with

a radius r. An identical particle enters the field, with v perpendicular to B, but
with a higher speed v than the first particle. Compare the radius of the
circle for the first particle to the radius of the circle for the second particle.

E What I can do?

Activity 3:
Analyze and solve the following problems.

1. The ‗northern‘ lights or aurora borealis are caused by charged particles from
outer space from solar winds being caught in the Earth‘s magnetic field and
colliding with particles in the Earth‘s upper atmosphere. A charged particle in a
magnetic field experiences a force, and this force provides the centripetal force.
This causes the particles to spiral along the earths magnetic field. As the
magnetic field gets stronger at the poles, what happens to the radius of the
spiraling circular path?

2. A magnet brought near an old-fashioned TV screen (TV sets with cathode

ray tubes instead of LCD screens) severely distorts its picture by altering the
path of the electrons (m = 9.11 x 10–31 kg; q = 1.60 x 10–19C) that make its
phosphors glow. Calculate the radius of curvature of the path of an electron
having a velocity of 6.00×107m/s perpendicular to a magnetic field of
strength B=0.500 T.

3. An electron traveling with an energy of 3.204 x 10-16 J is heading directly

towards the Earth near the equator, perpendicular to the Earth's magnetic
field, which in this area is roughly uniform, directed due north with a strength
of 5.0 x 10–7 T.
a. What will the speed of the electron?
b. What will be the magnitude of the magnetic force?

39
 A What I have learned?

Activity: Check your understanding

Write TRUE of the statement is correct; otherwise write FALSE.

1. The magnetic force on a charged particle depends on the velocity of the

particle.

2. The magnetic force on a charged particle is parallel to both the velocity and
the direction of the magnetic field.

3.When moving through a magnetic field, a charged particle experiences a

magnetic force.

4. The magnetic force exerted by a magnetic field on a charge is inversely

proportional to the charge‘s velocity relative to the field.

5. As a charged particle moves freely in a circular path in the presence of a

constant magnetic field applied perpendicular to the particle's velocity,
its kinetic energy increases.

6. A cyclotron is used to accelerate charged particles to large kinetic energies.

7. A cyclotron operates with a given magnetic field and at a given frequency. If

R denotes the radius of the final orbit, the final particle energy is proportional
to ½ R2.

8. Charged particle moving along magnetic field lines do not feel a magnetic
force.

9. The shape of the path followed by a charged particles in a uniform magnetic

field is helical or spiral.

10. The acceleration of a charged particle is always directed towards the center
of the orbit.

40
Lesson 3: Magnetic forces on current carrying wires
In the previous lesson, you have learned that a moving charge
experiences a force in a magnetic field. If these moving charges are in a wire—
that is, if the wire is carrying a current—the wire should also experience a
force. Magnetic force on current-carrying conductors is used to convert electric
energy to work .This principle is used in motors. In this lesson you will evaluate
the magnetic force on an arbitrary wire segment placed in a uniform magnetic
field.

I What is in?

Activity 1: Think and sketch

Below is an experimental setup of a current-carrying conductor placed in a
magnet. Sketch the motion of the conductor (placed in perpendicular to the
magnet) when the current flows through the wire.

Figure 1
A current-carrying conductor in a magnetic field
Source: https://www.electrical4u.com/a-current-carrying-conductor-within-a-
magnetic-field/

D What is it?

If a magnetic force is exerted on a single charged particle when the

particle moves through a magnetic field, a current-carrying wire also
experiences a force when placed in a magnetic field. Since current is a
collection of many charged particles in motion, the resultant force exerted by
the field on the wire is the vector sum of the individual forces exerted on all the
charged particles making up the current. The force exerted on the particles is
transmitted to the wire when the particles collide with the atoms composing the
wire. A wire that allows charges to flow through it is called a current-carrying
conductor. A current-carrying wire generates a magnetic field and the
magnetic field exerts a force on the current-carrying wire.
A wire carrying current when placed into a magnetic field experiences a
force that is given by F = qvB. For a straight wire (figure 1) of length, l carrying
a current I, the force exerted on that wire when it is placed in a uniform
magnetic field B is given by,

F = IlBsin Eq.1

Figure 1.
A straight current-carrying wire
Source: http://mcba11.phys.unsw.edu.au/PHYS11SJ29_magfields.pdf

41
 D What is it?

For a curved current carrying wire (figure 2) in a

uniform field, the magnetic force is equal to that on a
straight wire connecting the end points and carrying
the same current.

Figure 2.
A current-carrying wire of Wire of arbitrary shape
Source: http://mcba11.phys.unsw.edu.au/

The direction of the magnetic force can be determined using

the right hand rule (RHR). The thumb points in the direction of
the current I. The fingers in the direction of the magnetic field B,
and the palm points in the direction of the magnetic force F, as in
figure 1.

The magnetic force on a current-carrying wire is perpendicular to

both the wire (current) and the magnetic field.
Figure 3.
Right hand rule

Consider the diagram on the right that shows a section

of a current carrying wire that is
positioned at 90° to a uniform magnetic field. What is the di-
rection of the force acting on the wire due to the magnetic
field?
Figure 4.
Using the RHR: Source: https://www.nagwa.com/
 The thumb points in the direction of the current I which is up.
 The fingers in the direction of the magnetic field B which is to the right.
 The palm points in the direction of the magnetic force F which is into the
page.

Study the sample problems below.

Sample Problem 1:
Calculate the force on the 5.00 cm wire given that the magnetic field of
1.50 T is in perpendicular to the current of 20.00 A.
Solution:
F = IlBsin = F = 20.00A (.05m)(1.50T) sin 90°
F = 1.50N

Sample Problem 2:
A 50 cm current-carrying section of wire is positioned at 90° to a 0.2 T
magnetic field. It experiences a force of 0.25 N. What is the strength of the
electric current in the wire?
Solution:
F = IlBsin
I = F/lBsin
I = 0.25N / (0.5m)(0.2 T) sin 90°
I = 2.5 A

42
 E What is more?

Activity 2: Point and rank

A. Using the right hand rule, identify the direction (up, down, left, right, into
the page, or out of the page) of the magnetic force on the current in each case?

1. 2. 3. 4. 5. 6.

B. The four wires of the same length (denoted by points A and B) shown below
all carry the same current through the same magnetic field. Rank the wires
according to the magnitude of the magnetic force exerted on them, from
greatest to least?

1. 2.

3. 4.

43
 E What I can do?

Activity 3: Force in a loop

The diagram below shows a square section of a wire that has been positioned in
a uniform magnetic field such that two of its sides are perpendicular to the
direction of the field and the other two sides are parallel to the field. The
magnetic field has a strength of 0.3 T and the current through the wire is 2 A.
Each side of the square is 0.2 m long.

Answer the following questions.

1. What is the magnitude of the force acting on the right-hand side of the
square?
2. What is the direction of the force acting on the right-hand side of the
square—into the page or out of the page?
3. What is the magnitude of the force acting on the left-hand side of the
square?
4. What is the direction of the force acting on the left-hand side of the square—
into the page or out of the page?
5. What is the magnitude of the force acting on the top side of the square?
6. What is the magnitude of the force acting at the bottom side of the square?
7. What is the overall magnetic force on the wire?

E What else I can do?

Activity 4: Analyze and solve

1. When positioned at 90° to a magnetic field, a wire of length 1 m carrying a
current of 4 A experiences a force of 0.2 N. What is the strength of the magnetic
field?

2. A 20 cm section of wire carrying a current of 12 A is positioned at 90∘ to

a 0.1 T magnetic field. What is the size of the force acting on the wire?

3. A wire of length 150 cm carrying an electric current of 0.1 A in the negative x

direction and perpendicular to a magnetic field B, experiences a force of
6.0 x 10-3 N in the positive y direction due to a magnetic field. Find the
magnitude of the magnetic field.

44
 A What I have learned?

Activity 5: Check your understanding

Read the questions carefully and answer them briefly. Provide illustrations
whenever possible.

1. What happens if a wire carrying current is placed into a magnetic field?

2. What are the factors that affect the strength of magnetic force in a current-
carrying wire?

3. A current-carrying conductor parallel to a uniform magnetic field produces

no magnetic force. Why is this so?

4. How can you determine the direction of force on a straight current carrying
conductor placed inside a magnetic field explain it?

5. A magnetic force is exerted to a current carrying wire in a uniform magnetic

field. A current carrying wire also induces a magnetic field. If it is the case, does
it mean that the magnetic field is not uniform anymore? Explain your answer.

45
Lesson 4: Biot-Savart Law and Ampere’s Law
In the previous lesson, you have learned that a wire carrying current
when placed into a magnetic field experiences a force. In this lesson, you will
understand how magnetic field is produced by a current .

I What is in?

Activity 1: Think and sketch

The following pictures show a wire that has current flowing through it. Around
the wire are iron filings. Redraw and sketch the magnetic field for each picture.

A. B. C.

D What is it?

An electric current flowing or a moving electric charge in a conductor

produces a magnetic field, or a region in the space around the conductor in
which magnetic forces may be detected. The value of the magnetic field at a
point in the surrounding space corresponds to the sum of all the contributions
from each small element, or segment, of a current-carrying conductor.
Biot-Savart law is used to calculate the magnitude and direction of the
magnetic field produced by a current in a wire. This law is named in honour of
two scientists, Jean-Baptiste Biot and Félix Savart, who investigated the inter-
action between a straight, current-carrying wire and a permanent magnet.
The Biot-Savart law states that at any point P, the magnetic field dB due
to an element dl of a current-carrying wire is given by,

Eq.1

Where µo -7 T⦁m/A is known as the permeability of free space

Figure 1.
A current element produces a magnetic field

46
 D What is it?

When the current segment is much smaller than the distance x as

shown in figure 2, the integral from eq.1 can be dropped. Thus, equation 1
becomes:

Eq.2

Figure 2.

Another law that relates magnetic field and current in a general way is
Ampere‘s law. It states that the magnetic field around an electric current is
proportional to the current; each segment of current produces a magnetic field
like that of a long straight wire, and the total field of any shape current is the
vector sum of the fields due to each segment

The magnitude of magnetic field due to a long straight wire is:

Eq.3

If the wire is a coil having N circular turns, then magnetic field at the center of
coil is,

Eq.4

The magnetic field at the center due to current in semi-circular piece of wire is
given by,
Eq.5

A solenoid is a wire connected to the poles of a battery that

has been coiled. The current flows upward producing a
magnetic field whose field lines wind circularly about the
current flow. The magnetic fields obey the principle of
superposition. It means that the field where they occupy
the same space is simply the sum of the two individual fields.
Figure 3.
A solenoid
Figure 4 shows the interactions of the two wires that produce
magnetic fields. The magnetic field at wire 2 from current in
wire 1 is:

Eq. 6

The force on a length l of wire 2 is:

F = I2 l B Eq. 7
The force between two parallel currents I1 and I2, separated
by a distance r, has a magnitude per unit length given by,
Figure 4.
Eq.8 Magnetic fields
from current flows

47
 D What is it?

The magnetic field inside of a current-carrying solenoid is simply,

B = µonI Eq.9
where n is the number of loops per unit length of the solenoid (n = N/l ).

Ampere's law has many practical applications. Determining the magnetic

field generated by an electric current is useful in electromagnets, motors,
Generators and transformers etc. Biot-Savart Law can be used for calculating
magnetic reactions even on the atomic or molecular level and in the theory of
aerodynamic for determining the velocity encouraged with vortex lines.

E What is more?

Activity 2: Try this!

Show your complete solutions to the following problems.

1. A circular coil of radius 5 × 10-2 m and with 40 turns is carrying a

current of 0.25 A. Determine the magnetic field of the circular coil at the center.

2. Consider a circular conductor with 2m radius and 8A current flowing

through it. Determine the magnetic field strength at the centre of the circular
conductor.

3. What is the field inside a 2.00-m-long solenoid that has 2000 loops and
carries a 1600-A current?

4. What is the force per meter of a long, parallel wires separated by 1 meter
with each carrying 1 ampere?

5. What is the current in a long straight wire that would produce a magnetic
field twice the strength of the Earth‘s (Bearth=5.0x10−5 T) at a distance of 5.0 cm
from the wire?

6. Four long parallel wires carry equal currents of I = 5 A.

The current direction is into the page at points A and B and out
of the page at points C and D. Calculate the magnitude and
direction of the magnetic field at point P, located at the center of
the square of edge length 0.2 m.

48
 A What I have learned?

Activity 3: Check your understanding

Complete the sentences by choosing the term in the word pool below.

1. The magnetic field produced due to a current-carrying conductor __________

the conductor.

2. The magnetic field lies in a plane __________ to the conductor.

3. Reversing the direction of __________ reverses the direction of the magnetic

field.

4. The strength of the __________ is directly proportional to the magnitude of

current.

5. The strength of the magnetic field at any point is inversely proportional to

the __________ of the point from the wire.

current encircles distance

magnetic field perpendicular parallel

49
 A What I can achieve?

Post test:
Read each item carefully and choose the letter of the correct answer.

1. Which of the following diagrams showing the magnetic field lines around a
bar magnet is CORRECT?

A. B. C. D.
2. What is thee basic source of magnetism?
A. Magnetic domains C. Charged particles alone
B. Magnetic dipoles D. Movement of charged particles
3. What is the term for the magnetic field lines that pass perpendicularly
through any surface?
A. Magnetic flux C. Electromotive force
B. Magnetic flux density D. Electromagnetic induction
4. What is the relation between the magnetic flux in these two figures below?
A. Φ1 = Φ2
B. Φ1 < Φ2
C. Φ1 > Φ2
D. Φ1 - Φ2 = 0

5. A coil of wire of 20 turns has across sectional area of 0.1 m2. A magnetic
field of 0.5T passes through the coil parallel to the plane of the coil. What is the
total magnetic flux through the coil?
A. 0 Wb B.0.5 Wb C. 0.86 Wb D. 1 Wb
6. A charged particle is injected into a uniform magnetic field such that its ve-
locity vector is perpendicular to the magnetic field vector. Neglecting the parti-
cle's weight, what will be the motion of the particle?
A. follow a spiral path C. follow a circular path
B. move in a straight line D. move along a parabolic path
7. A particle of charge –0.04 C is projected with speed 2 × 104 m/s into a uni-
form magnetic field of strength 0.5 T. If the particle‘s velocity as it enters the
field is perpendicular to the magnetic field , what is the magnitude of the mag-
netic force on this particle?
A. 8 N B.40 N C. 80 N D. 400 N
8. A 2.0-m wire carrying a current of 0.60 A is oriented parallel to a uniform
magnetic field of 0.50 T. What is the magnitude of the force it experiences?
A. zero B. 0.15 N C. 0.30 N D. 0.60 N
9. A solenoid is 3.0 cm long. It is wrapped with 500 turns of wire carrying a
current of 2.0 A. What is the magnetic field at the center of the solenoid?
A. 1.27x10-3 T C. 4.19x10-2 T
B. 2.50x10-3 T D. 8.00x10-2 T
10. Two long straight wires are parallel and carry current in the same direction.
The currents are 8.0 and 12 A and the wires are separated by 0.40 cm. The
magnetic field at a point midway between the wires is:
A. 4.83x10-2 T C. 9.65x10-2 T
B. 4.83x10 T-4 D. 9.65x10-4 T

50
 References

Books
Navaza, D. and Valdes, B. (1996). Physics. Phoenix Publishing House, Inc.
Serway, R. and Faughn, J. (2003). College Physics. Brooks/Cole Thomson Learning
Young, H and Freedman, R. (2000) University Physics. Pearson Education Asia Pte Ltd.
Electronic Sources
Ampere‘s Law. February 3, 2021 from https://courses.lumenlearning.com/physics/
chapter/22-9-magnetic-fields-produced-by-currents-amperes-law/
Biot-Savart Law. Retrieved February 3, 2021 from https://phys.libretexts.org/
Bookshelves/University_Physics/Book%3A_University_Physics_(OpenStax)/Map%
3A_University_Physics_II_-_Thermodynamics_Electricity_and_Magnetism_
(OpenStax)/12%3A_Sources_of_Magnetic_Fields/12.02%3A_The_Biot-Savart_Law
Cyclotron. Retrieved February 2, 2021 from https://ef.engr.utk.edu/hyperphysics/
hbase/magnetic/cyclot.html
Electric field vs magnetic field. Retrieved February 1, 2021 from https://
www.diffen.com/difference/Electric_Field_vs_Magnetic_Field
Magnetic field on a current carrying conductor. Retrieved February 3, 2021 from
https://ww2.odu.edu/~jdudek/Phys112N_materials/4-magnets.pdf
Magnetic flux. Retrieved February 1, 2021 from http://physics.bu.edu/~duffy/
EssentialPhysics/chapter20/section20dash1.pdf
Magnetic force. Retrieved February 1, 2021 from http://hyperphysics.phy-
astr.gsu.edu/hbase/magnetic/magfor.html#c2
Magnetic Force on a Current-Carrying Conductor. Retrieved February 3, 2021 from
https://courses.lumenlearning.com/physics/chapter/22-7-magnetic-force-on-a-
current-carrying-conductor/
Magnetic fields from current flows. Retrieved February 4, 2021 from https://
pages.uoregon.edu/imamura/102/section5/biot-savart-lorentz.html
Motion of a Charged Particle in a Magnetic Field. Retrieved February 2, 2021 from
https://courses.lumenlearning.com/boundless-physics/chapter/motion-of-a-
charged-particle-in-a-magnetic-field/#:~:text=The%20magnetic%20field%20does%
20no,particle%2C%20will%20cause%20circular%20motion.
Properties of magnetic flux. Retrieved February 1, 2021 from https://circuitglobe.com/
what-is-magnetic-flux.html

51
 Answers

What is new? LESSON 1

Across What is more?
1. magnetic field A. Possible answers
2. charged particle(s)  Nature
3. magnetic force/ E.F: created around electric charge; M.F: created around
strength moving electric charges/magnets
4. point charge  Units
5. current-carrying E.F: N/C or V/m; M.F: Gauss/Tesla
conductor  Force1
E.F: proportional to the electric charge; M.F: proportional to
What I know? charge and speed of the particle
Pre-test  Movement in electromagnetic field
1. C 6. D E.F: perpendicular or magnetic field; M.F: perpendicular to
2. D 7. C electric field
3. A 8. A  Pole
4. B 9. A E.F: monopole/dipole; M.F: dipole
5. A 10. C B. 1. B 2. B 3. B
LESSON 2
LESSON 1 What is in? What I can do?
What I can do? 1. Gyroradius 1. radius decreases
1. 0.00312 Wb 2. Cyclotron 2. 0.000683 m
2. a. 1x102 Wb 3. Circular 3. 2.65x107 m/s
b. 8.66x10-3 Wb 4. Cyclotron frequency 4. 2.12x10-18 N
c. 0 What I have learned?
1. True 6. True LESSON 4
What is in? 2. False 7. False What is more?
Answers may vary 3. True 8. True 1. 1.2x10-4 T 4. 25 A
4. False 9. False -7 T 5. 2x10-5 T
What I have learned? 5. True 10. True 3. 2.01 T
1. Answers may vary LESSON 3 What I have learned?
2. Sketch must form What is more? 1. encircles
closed lines outward from A.1 left 2. perpendicular
N pole and into the S pole 2. Up 3. current
3. The greater the 3. Into the page 4. magnetic field
area and the magnitude 4. No force 5. distance
of the magnetic field, the 5. Right
greater the flux; magnetic 6. Down What I can achieve?
flux is great when the B. 1>2=3>4 Post test
surface of the plane and What else I can do? 1. B 6. C
the magnetic field are 1. 0.05 T 2. D 7. D
perpendicular 2. 2. 0.24 N 3. A 8. A
4. 1.37 Wb 3. 3. 0.04 T 4. B 9. C
5. A 10. B

52
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