Physics

Magnetic Fields
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 Force on a Current Carrying Wire
Unit 4
Lesson 18
To be able to explain why a wire with a current flowing through it will experience a force
Learning
To be able to calculate the size of the force on the wire
Outcomes
To be able to state the direction of the force on the wire MR. C - SJP

We will be looking at the force a current carrying wire experiences when it is in a magnetic field.
Before we look into the size and direction of the force we need to establish some basics.
Conventional Current
We know that the current flowing in a circuit is due to the negative electrons flowing from the negative terminal
of a battery to the positive terminal.
Negative to Positive is the flow of electrons
Before the discovery of the electron scientist thought that the current flowed from the positive terminal to the
negative one. By the time the electron was discovered many laws had been established to explain the world
around them using current as flowing from positive to negative.
Positive to Negative is the Conventional Current
Magnetic Field Lines
We are familiar with the shape of a magnetic field around a bar magnet. Magnetic field lines leave the North
Pole of the magnet and enter the South Pole. The poles of a magnet are stronger than the side because there
are more field lines in the same area of space.
Magnetic field lines go from North to South
A 3D Problem
We will be looking at movement, fields and currents in 3D but our page is only 2D. To solve this problem we will
use the following notation: A dot means coming out of the page and a cross means going into the page. Imagine
an arrow fired from a bow, pointy end means it’s coming towards you, cross means its moving away.
out of the page, into the page
Current Carrying Wires
When a current flows through a straight piece of wire it creates a circular magnetic field. The
Right Hand Grip Rule shows us the direction of the magnetic field. If we use our right hand and
do a thumbs up the thumb is the direction of the conventional current and the fingers point the
direction of the field lines.
Right hand thumbs up
Force on a Current Carrying Wire
When a wire is placed between a North and South Pole (in
a magnetic field), nothing happens.
When a (conventional) current flows through the wire it
experiences a force due to the magnetic fields of the
magnet and the wire. If we look at the diagram we can see
that the magnetic field lines above are more compact than
below. This forces the wire downwards.

Fleming’s Left Hand Rule

This rule links the directions of the force, magnetic field and conventional current which are all
at right angles to each other. Your first finger points from North to South, your middle finger
points from positive to negative and your thumb points in the direction of the force.

Size of the Force

The size of the force on a wire of length l, carrying a current I placed in a magnetic field of magnetic flux density
B is given by the equation:
Here the wire is at 90° to the magnetic field lines.
When the wire is at an angle of θ with the magnetic field the force is given by:
If we rearrange the equation to we see that 1 Tesla is the magnetic flux density (field strength) that
causes a 1 Newton force to act on 1 metre of wire carrying 1 Amp of current.
Magnetic Flux Density is measured in Tesla, T
This equation looks very familiar if we compare it to the force in a gravitational and electric field.
 Force on a Charged Particle
Unit 4
Lesson 19
To be able to calculate the size and direction of the force on a charged particle in a magnetic field
Learning
To be able to describe the motion of a charged particle in a magnetic field
Outcomes
To be able to describe the main features of a cyclotron and explain how it works MR. C - SJP

Force on Charged Particle

From our equation for the force a magnetic field will exert on a wire we can derive a equation for the force it
will exert on a single charged particle.
Start with . In Unit 1 we defined the current as so we can sub this in to become

We can rewrite this equation and use from Unit 2 to arrive at the equation:

Moving in a Circle
If a charged particle enters a magnetic field it will feel a force. We now
know the size of the force (given by equation above) and direction of the
force (given by Fleming’s Left Hand Rule).
If we use the left hand rule in the diagram to the right we can see that the
force is always at right angles to the velocity. First finger points into the page, middle finger
points along the line and our thumb points upwards.
While the particle is in the magnetic field it will move in a circle.
Radius of the circle
We can calculate the radius a charged particle will move in by using our equation for
the force on a charged particle in a magnetic field and a centripetal force equation.
and are equal to each other so we can write  
Time for a complete circle
We can also calculate the time it takes for the charged particle to move in one complete circle.
Starting at we can use to make the equation become and then
The centripetal force is due to the magnetic force on the charged particle so we can put these equal to each
other. cancel the v to become which rearranges to:
So the time it takes to complete a full circle does not depend on the velocity.
The Cyclotron
A cyclotron is a particle accelerator. It consists of two hollow D-shaped electrodes
(called ‘dees’) that are attached to an alternating p.d. supply. The dees are placed in
vacuum chamber and a magnetic field which acts at right angles to them.
A particle will move in a circle because of the magnetic field.
When it reaches the gap between the dees the alternating supply has made the
other dee have the opposite charge to the particle. This causes the particle to
accelerate across the gap and enter the second dee. This continues to happen until
the particle is moving at the required speed. At this point it leaves the cyclotron.
The Mass Spectrometer
A mass spectrometer is used to analyse the types of atom that are in a sample. The atoms are given a charge,
accelerated and sent into a magnetic field. If we look at the radius equation above we can see that atoms
travelling at the same speed in the same magnetic field given the same charge will be deflected based on their
mass. Heavy atoms will move in bigger circles than lighter ones.
Pair Production
If we think back to Unit 1 we saw this phenomenon in action. Pair production is when a photon of
energy is converted into a particle and an antiparticle, such as an electron and a positron. If this
happens in a magnetic field the electron will move in a circle in one direction and the positron
will move in a circle in the other direction.
Unit 4
 Lesson 20
Magnetic Flux and Flux Linkage
To be able to calculate and explain the magnetic flux through a coil of wire
Learning
To be able to calculate the magnetic flux linkage of a coil of wire
Outcomes
To be able to calculate the magnetic flux linkage of a rotating coil MR. C - SJP

Magnetic Flux, 
Magnetic flux is a measure of how many magnetic field lines are passing through an area of A m2.
The magnetic flux through an area A in a magnetic field of flux density B is given by:
This is when B is perpendicular to A, so the normal to the area is in the same direction as the field lines.
Magnetic Flux is measured in Webers, Wb
The more field pass through area A, the greater the concentration and the stronger magnetic field.
This is why a magnet is strongest at its poles; there is a high concentration of field lines.

We can see that the amount of flux flowing through

a loop of wire depends on the angle it makes with
the field lines. The amount of flux passing through
the loop is given by:

θ is the angle that the normal to the loop makes with

the field lines.
Magnetic Flux Density
We can now see why B is called the magnetic flux density. If we rearrange the top equation for B we get:
So B is a measure of how many flux lines (field lines) passes through each unit area (per m2).
A flux density of 1 Tesla is when an area of 1 metre squared has a flux of 1 Weber.
Flux Linkage
We now know that the amount of flux through one loop of wire is:
If we have a coil of wire made up of N loops of wire the total flux is given by:
The total amount of flux, , is called the Magnetic Flux Linkage; this is because we consider each loop of wire
to be linked with a certain amount of magnetic flux.
Sometimes flux linkage is represented by , so which makes our equation for flux linkage
Flux Linkage is measured in Webers, Wb
Rotating Coil in a Magnetic Field
If we have a rectangle of wire that has an area of A and we place it in a magnetic field of flux density B, we have
seen that the amount of flux flowing through the wire depends on the angle between it and the flux lines.
The flux linkage at an angle θ from the perpendicular to the magnetic field is given by:
From our lessons on circular motion we established that the angular speed is given by which can be
rearranged to and substituted into the equation above to transform it into:
When t = 0 the wire is perpendicular to the field so there is a maximum amount of flux.

At 1 the flux linkage is a maximum in one direction. There is the lowest rate of change at this point.
At 2 the flux linkage is zero. There is the biggest rate of change at this point
At 3 the flux linkage is maximum but in the opposite direction. The lowest rate of change occurs here too.
At 4 the flux linkage is zero. There is the biggest rate of change at the point too but in the opposite direction.
Next lesson we will be looking at inducing an e.m.f. using a wire and a magnetic field. The size of the e.m.f.
depends on the rate of change of flux linkage.
Unit 4
 Lesson 21
Electromagnetic Induction
To know how emf and current are induced
Learning
To know Faraday’s Law and be able to use it to describe the induced emf
Outcomes
To know Lenz’s Law and be able to use it to describe the induced emf MR. C - SJP

Making Electricity (Also seen at GCSE Physics 3)

An e.m.f. can be induced across the ends of a conducting wire in two ways:
1) Move the wire through a magnetic field or 2) Move a magnet through a coil of the wire
In both cases magnetic field lines and wires are cutting through each other. We say that the wire is cutting
through the magnetic field lines (although it is fair to say that the field lines are cutting through the wire).
If the conductor is part of a complete circuit a current will be induced through it as well as an e.m.f. across it.
There are two laws that describe the induced e.m.f...
Faraday’s Law – Size of induced e.m.f.
The magnitude of the e.m.f. induced in a conductor equals the rate of change of flux linkages or the rate at
which the conductor cuts a magnetic flux.
Straight Wire
Imagine a straight piece of wire of length l is moved through a magnetic
field at a velocity v. If the wire is moving at right angles to the field lines an
e.m.f. is induced (because field lines are being cut).
The size of the e.m.f. is given by the equation:

For one loop of wire and the flux is given by which are combine to become

B is constant so . ΔA is the area the wire cuts through in a time t and is given by so we get:

The length of the wire and velocity are constant so it becomes which cancels to:
Rotating Coil of Wire
If we have a coil of wire with N turns, each of which has an area of A and placed it a magnetic field of flux
density B nothing would happen. If it was rotated with an angular speed of ω it would cut through the magnetic
field lines and an e.m.f. would be induced. The size of the e.m.f. is given by:
Since and we get and if we differentiate it:
This is why the Mains supply is alternating; the rotating coil cuts the field lines in one direction on the way up
and the other direction on the way down.
Lenz’s Law – Direction of induced e.m.f.
The direction of the e.m.f. induced in a conductor is such that it opposes the change producing it.
Solenoid (Right Hand Grip Rule)
A solenoid with a current flowing through it produces a magnetic
field like that of a bar magnet. We can work out which end is the
North Pole and which is the South by using the Right Hand Grip Rule
from our force on a wire lesson. If our fingers follow the direction of
the current through the coils our thumb points out of the North Pole.
*When we push the North Pole of a magnet the induced current in the solenoid
flows to make a North Pole to repel the magnet.
*When we pull the North Pole out of the solenoid the induced current flows to
make a South Pole to attract the magnet.
Fleming’s Right Hand Rule
If we are just moving a straight wire through a uniform magnetic field the direction of
the induced current can be worked out using Fleming’s Right Hand Rule.
Your first finger points in the direction of the field from North to South, your thumb
points in the direction the wire is moved and your middle finger points in the direction
of the conventional current.
Unit 4
 Lesson 22
Transformers
To be able to describe a transformer and calculate the voltage and current in the secondary coil
Learning
To be able to calculate the efficiency of a transformer and explain why they are used
Outcomes
To be able to state the causes of inefficiency in transformers MR. C - SJP

Transformers (Also seen at GCSE Physics 3)

A transformer is a device used to change the voltage/current of a circuit
using electromagnetic induction. It consists of a soft iron core wrapped on
both side with wire. The first coil of wire is called the primary coil and the
other coil of wire is called the secondary coil.
A current doesn’t flow from one coil of wire to the other.
How They Work
A current flows through the primary coil which creates a magnetic field.
As this field is established the field lines cut through the turns of wire on the
secondary coil. This induces an e.m.f. (voltage) and a current in the second coil.
Since the supply to the primary coil is constantly changing direction the magnetic field is constantly changing
direction. This means the secondary coil also has an alternating e.m.f. and current.
An iron core is used because it is easily magnetised and demagnetised and conducts the magnetic field.

Transforming Voltage and Current (Also seen at GCSE Physics 3)

There are two types of transformers:
Step Up
The voltage in the secondary coil is larger than the voltage in the primary coil.
The current in the secondary coil is smaller than the current in the primary coil.
There will be more turns of wire on the secondary coil meaning more flux linkage
Step Down
The voltage in the secondary coil is smaller than the voltage in the primary coil.
The current in the secondary coil is larger that the current in the primary coil.
There will be fewer turns of wire on the secondary coil meaning less flux linkage

In both cases the voltage and current (VP and IP) in the primary coil of NP turns is linked to the voltage and
current (VS and IS) in the secondary coil of NS turns by the following equation:

The National Grid (Also seen at GCSE Physics 1)

The National Grid is a system of transformers that increases the voltage (reducing the current) of an alternating
electrical supply as it leaves the power station. Thick cables held above the ground by pylons carry the supply to
our neighbourhood. A second series of transformers lowers the voltage to a safe level and increases the current
to be used in our homes.
Why Bother?
Energy is lost in the transmission of electricity. The electrons flowing in the wire are constantly colliding with the
positive ions of the metal that the wire is made from. If we increase the voltage of a supply this lowers the
current. Lowering the current reduces the number of collisions happening per second hence reducing the
amount of energy lost in reaching our homes.
The cables that carry the current have a larger cross sectional area, this lowers the resistance and energy lost.

Efficiency of a Transformer
The efficiency of a transformer can be calculated using the following equation:

Efficiency

The efficiency of a transformer can be increased by:

*Using low resistance windings to reduce the power wasted due to the heating effect of the current.
*Use a laminated core which consists of layers of iron separated by layers of insulation. This reduces heating in
the iron core and currents being induced in the core itself (referred to as eddy currents).
Q1.The diagram shows a rigidly-clamped straight horizontal current-carrying wire held mid-way
between the poles of a magnet on a top-pan balance. The wire is perpendicular to the magnetic
field direction.

The balance, which was zeroed before the switch was closed, read 161 g after the switch was
closed. When the current is reversed and doubled, what would be the new reading on the
balance?

A −322 g

B −161 g

C zero

D 322 g
(Total 1 mark)

Q2.(a) State Lenz’s law.

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(2)

(b) Figure 1 shows two small, solid metal cylinders, P and Q. P is made from aluminium. Q is
made from a steel alloy.

Figure 1
 (i) The dimensions of P and Q are identical but Q has a greater mass than P. Explain
what material property is responsible for this difference.

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(1)

(ii) When P and Q are released from rest and allowed to fall freely through a vertical
distance of 1.0 m, they each take 0.45 s to do so. Justify this time value and explain
why the times are the same.

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(2)

(c) The steel cylinder Q is a strong permanent magnet. P and Q are released separately from
the top of a long, vertical copper tube so that they pass down the centre of the tube, as
shown in Figure 2.

Figure 2

The time taken for Q to pass through the tube is much longer than that taken by P.
 (i) Explain why you would expect an emf to be induced in the tube as Q passes
through it.

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(2)

(ii) State the consequences of this induced emf, and hence explain why Q takes longer
than P to pass through the tube.

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(3)

(d) The copper tube is replaced by a tube of the same dimensions made from brass. The
resistivity of brass is much greater than that of copper. Describe and explain how, if at all,
the times taken by P and Q to pass through the tube would be affected.

P: ...................................................................................................................

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Q: ...................................................................................................................

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(3)
(Total 13 marks)
Q3.(a) Figure 1 shows a negative ion which has a charge of –3e and is free to move in a uniform
electric field. When the ion is accelerated by the field through a distance of 63 mm parallel to
the field lines its kinetic energy increases by 4.0 × 10–16 J.

Figure 1

(i) State and explain the direction of the electrostatic force on the ion.

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(2)

(ii) Calculate the magnitude of the electrostatic force acting on the ion.

magnitude of electrostatic force ........................................ N

(2)

(iii) Calculate the electric field strength.

electric field strength .................................. NC –1

(1)
(b) Figure 2 shows a section of a horizontal copper wire carrying a current of 0.38 A.
A horizontal uniform magnetic field of flux density B is applied at right angles to the wire in
the direction shown in the figure.

Figure 2

(i) State the direction of the magnetic force that acts on the moving electrons in the
wire as a consequence of the current and explain how you arrive at your answer.

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(2)

(ii) Copper contains 8.4 × 1028 free electrons per cubic metre. The section of wire in
Figure 2 is 95 mm long and its cross-sectional area is 5.1 × 10–6 m2.
Show that there are about 4 × 1022 free electrons in this section of wire.

(1)

(iii) With a current of 0.38 A, the average velocity of an electron in the wire is5.5 × 10 –6
m s–1 and the average magnetic force on one electron is 1.4 × 10–25 N.
Calculate the flux density B of the magnetic field.

flux density ......................................... T

(2)
(Total 10 marks)
Q4.(a) Figure 1 shows two coils, P and Q, linked by an iron bar. Coil P is connected to a battery
through a variable resistor and a switch S. Coil Q is connected to a centre-zero ammeter.

Figure 1

(i) Initially the variable resistor is set to its minimum resistance and S is open.
Describe and explain what is observed on the ammeter when S is closed.

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(3)

(ii) With S still closed, the resistance of the variable resistor is suddenly increased.
Compare what is now observed on the ammeter with what was observed in part (i).
Explain why this differs from what was observed in part (i).

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(2)
(b) Figure 2 shows a 40-turn coil of cross-sectional area 3.6 × 10–3 m2 with its plane set at
right angles to a uniform magnetic field of flux density 0.42 T.

Figure 2

(i) Calculate the magnitude of the magnetic flux linkage for the coil.
State an appropriate unit for your answer.

flux linkage ....................................................... unit .....................

(2)

(ii) The coil is rotated through 90° in a time of 0.50 s.

Determine the mean emf in the coil.

mean emf ................................................. V

(2)
(Total 9 marks)