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Republic of the Philippines, , Department of Education, Regional Office IX, Zamboanga Peninsula, , 1212, GENERAL PHYSICS 2, 2 nd Semester – Module 6, MAGNETIC FIELD AND, MAGNETIC FORCES, , Name of Learner: ___________________________, Grade & Section: ___________________________, Name of School:, , ___________________________

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General Physics 2 - Grade 12 (STEM), Support Material for Independent Learning Engagement (SMILE), Module 6: Magnetic Field and Magnetic Forces, First Edition, 2021, Republic Act 8293, section176 states that: No copyright shall subsist in any work of the, Government of the Philippines. However, prior approval of the government agency or office, wherein the work is created shall be necessary for the exploitation of such work for a profit., Such agency or office may, among other things, impose as a condition the payment of, royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,, trademarks, etc.) included in this module are owned by their respective copyright holders., Every effort has been exerted to locate and seek permission to use these materials from their, respective copyright owners. The publisher and authors do not represent nor claim ownership, over them., , Development Team of the Module, Writer:, , Jeovanny A. Marticion, , Editor:, , Zyhrine P. Mayormita, , Reviewers:, , Leo Martinno O. Alejo, Zyhrine P. Mayormita, , Layout Artist:, , Chris Raymund M. Bermudo, , Management Team: Virgilio P. Batan Jr., Lourma I. Poculan, , - Schools Division Superintendent, - Asst. Schools Division Superintendent, , Amelinda D. Montero - Chief Education Supervisor, CID, , Nur N. Hussien, , - Chief Education Supervisor, SGOD, , Ronillo S. Yarag, , - Education Program Supervisor, LRMS, , Zyhrine P. Mayormita - Education Program Supervisor, Science, Leo Martinno O. Alejo - Project Development Officer II, LRMS, Joselito S. Tizon, , - School Principal, Zamboanga del Norte NHS, , Printed in the Philippines by, Department of Education – Region IX– Dipolog City Schools Division, Office Address:, Telefax:, E-mailAddress:, , Purok Farmers, Olingan, DipologCity, Zamboanga del Norte, 7100, (065) 212-6986 and (065)212-5818, [email protected]

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What I Need to Know, This module will help you understand concepts of current, resistance,, and electromotive force. At the end of this module, you should be able to:, (1) Differentiate electric interactions from magnetic interactions, STEM_GP12EM-IIIh-54;, (2) Evaluate the total magnetic flux through an open surface, STEM_GP12EM-IIIh-55;, (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 STEM_GP12EM-IIIh-58;, (4) Evaluate the magnetic force on an arbitrary wire segment placed in, a uniform magnetic field STEM_GP12EM-IIIh-59;, (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 STEM_GP12EM-IIIh-60;, (6) Calculate the magnetic field due to one or more straight wire, conductors using the superposition principle STEM_GP12EM-IIIi62;, (7) Calculate the force per unit length on a current-carrying wire due to, the magnetic field produced by other current-carrying wires, STEM_GP12EM-IIIi-63;, (8) Evaluate the magnetic field vector at any point along the axis of a, circular current loop STEM_GP12EM-IIIi-64; 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., STEM_GP12EM-IIIi-66, , What's In, We will begin our discovery on magnetism, where most familiar, applications are always related to magnets and magnetic materials. It should, be noted that the basic characteristic of magnets was caused by the, interactions of electric charges in motion. We can say that the magnetic field, can be produced by either a magnet itself or even the current moving around, the conductor. Forces and fields will also be studied in this module, as well, as their practical applications in electric motors, TV picture tubes, particle, accelerators, magnetrons, and ovens., , 1

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What's New, Can we build a train without, wheels? Is it possible to build a train, that floats and glides smoothly without, touching the rail? It sounds another, science fiction, but this technology, exists now as maglev trains. The term, maglev train was derived from the word, magnetic levitation. This innovation, offers a safe, high-speed, and energyefficient transport system., , The Japanese Maglev is said to be the, world’s fastest bullet train, , source: https://www.jrailpass.com, It started as early as the 20th Image, /blog/maglev-bullet-train, century when Robert Goddard and, Emile Bachelet proposed the concept of a floating vehicle using magnets., Later, they were recognized as the patent owner for magnetic and levitating, trains. During the 1970s, Germany and Japan started to build research on, maglev trains. Later, German research on maglev trains was shut down., China took the opportunity and commissioned the Germans to build the, TransRapid train in Shanghai. Shanghai maglev resulted as the high-speed, maglev train commercially used. It can carry passengers to as far as 19 miles, with a speed of 250 mph. On the other hand, Japan built the fastest bullet, trains in the world, which could run at 375 mph. Today, Japan is building, Chuo Shinkansen line, which will link Tokyo and Nagoya for only 40 minutes, compared to a 1 hour and a half trip using Tokaido Line., , Activity 1. Maglev Trains., The figure below shows the maglev train structures (Transpid Guideway and, MLX Guideway) compared to the standard railway system., , In order to function as a maglev train, it needs the essential parts., These are levitation, propulsion, and suspension., , 2

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Image Source: https://sites.tufts.edu/eeseniordesignhandbook/2015/maglev-magnetic-levitating-trains/, , The train travels at 93 mph, which could build a stronger magnetic, field, allowing the train to be lifted (levitated) 4 inches off the ground. The, magnetic forces are needed for guidance, so the train moves forward and, stays at the center., Maglev train technology holds great promises in terms of, transportation. The benefits it could offer are hard for us to deny. This, transportation breakthrough has provided us an opportunity to bring, science fiction ideas into reality., , 3

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What Is It, Magnetic Force, A charge distribution builds an electric field E, and the field, exerted a force, on every charge present. Figure 1 shows a moving, charge which creates a magnetic field around the charge and exerts a, force on any moving charge., , Figure 1. The magnetic force F action on the charge q moving with velocity v. The, vectors are perpendicular to each other., Image source: http://www.actucation.com/college-physics-2/presence-of-only-magnetic-field, , The magnetic force can then be expressed as, , where F is the magnetic force in terms of Newtons (N), v is the, velocity in terms of m/s, |q| is the absolute value of the charge; v is the, velocity of the charge perpendicular to the quantities, B is the magnetic, field in terms of Tesla (T) and is the angle measured from the direction, of velocity towards the magnetic field., Tesla = 1 T =, 1 Gauss (G) = 10-4 T, The directions of the, major, quantities, can, be, familiarized using the righthand, rule., The, thumb, represents the direction of the, velocity of the charge, the, , 5

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middle finger represents the magnetic force, and the pointing finger, represents the magnetic field., Figure 2. Right-Hand Rule, Image Source: https://physics.stackexchange.com/, questions/106521/force-on-a-moving-charge-in-magnetic-field, , When the charge is negative, the magnetic force's direction is now, opposite to the direction given in Figure 1. Try to point the velocity in the, direction shown by the figure by turning your hand on a counterclockwise, rotation., , Figure 3. The magnetic field, force, and velocity of a negative charge, Image source: https://powerinception.com/force-on-a-current-carrying-conductor-in-a-magnetic-field.html, , 6

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Most of the diagrams would deal with the following signs that are, usually used for the direction of magnetic forces, magnetic field, and, velocity., , Out of the Paper, or, Towards you, , Into the Paper, or, Away from you, , Figure 4. Signs used in determining the direction of quantities, Image source: https://physics.stackexchange.com/questions/302386/confusion-regarding-plane-of-the-paper, , Example 1:, A proton beam moves through a region of space where the magnetic field, is a uniform value of 2.0 T directed along the positive z-axis. The protons, have a velocity of magnitude 3.0 x 105 m/s in the xz plane at an angle of, 30° to the positive z-axis. Find the force on the proton (Recall the charge, of the proton in Module 1)., , A, B, C, , D, , What is/are given?, What is asked?, Are the units, consistent with the, formula?, How will you, visualize the, problem?, , B = 2.0 T; v = 3.0 x 105 m/s; Ø = 30°, F=?, Yes, , 30°, xz plane, , E, , What strategy, must be employed?, , We use the magnetic force formula and the RHR, , 7

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F, , Solution, (, , G, , )(, , )(, , )(, , ), , Using the right-hand rule, the middle finger points the magnetic force, along the negative y-axis while the magnetic field is along the positive, z-axis., What is the, Therefore, the force is 4.8 x 10-14 N, conclusion?, , ***Image Source: https://www.britannica.com/science/right-hand-rule-vectors, , Magnetic Field Lines and Magnetic Flux, Figure 5 shows the magnetic field lines produced by different shapes, of a permanent magnet. The magnetic field of Earth is also shown in figure, 6. Unlike electric field lines, the magnetic field lines do not point in the, direction of the force of charges., , Figure 5. Different shapes of permanent magnets, Image Source: https://www.britannica.com/science/magnetic-field, , Figure 6. Earth's magnetic field, Image source: https://www.dkfindout.com/us/earth/structure-earth/earths-magnetic-field/, , 8

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Magnetic flux is defined similarly to electric flux. The magnetic flux, through the surface is the amount of magnetic field lines in the surface., This is expressed as:, , The SI unit for magnetic flux is Weber (Wb)., 1 Wb = 1, , Magnetic flux is maximum, The angle between the, field and the normal line, of the area is zero, cos 0°= 1, , Magnetic flux is zero, , Magnetic flux > 0, , The angle between the, field and the normal line, of the area is 90 degrees, cos 90°= 0, , On the other hand, the magnetic flux density is expressed as, , The SI unit for magnetic field density is 1 T =, , The Motion of Charged Particles in a Magnetic Field, When a charged particle moves in a uniform magnetic field, it, follows a circular path with the initial velocity situated perpendicular to, the magnetic field. The cross sign implies that the magnetic field is, directed towards the paper., , 9

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Figure 7. Path of a charged particle in a uniform magnetic field, Image Source: https://profiles.uonbi.ac.ke/nyangondat/files/lesson_6_magnets_charge_in_magnetic_field.pdf, , From Newton's law of motion,, Since, Equating, , and, , we now solve for R, , Magnetic Force on a Conductor, We derive the expression for the force on moving charges along the, length of a conductor given its cross-sectional area A., , 10

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Figure 8. Magnetic force on a current carrying conductor, Image source: https://powerinception.com/force-on-a-current-carrying-conductor-in-a-magnetic-field.html, , This force can be expressed as:, , where F is the magnetic force expressed in Newtons (N), I is the, current expressed in Amperes (A), l is the length expressed in meter (m),, B is the magnetic field expressed as Tesla (T) and is the angle between, the conductor and in degrees., Example 3:, A straight wire carries a 5.0 A current from left to right in a region, between the poles of large electromagnet where a horizontal magnetic field, directed at northeast with a magnitude of 1.20 T. What is the magnitude, and direction of the force on a 1m section of a wire?, , A, B, C, , D, , What is/are given?, What is asked?, Are the units, consistent with the, formula?, How will you, visualize the, problem?, , I = 5.0 A; B=1.20 T at 45 degrees northeast, Yes, , B, 45°, I, , 11

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E, F, , What strategy must, be employed?, Solution, , We use the, conductor, , magnetic, , force, , formula, , for, , (, )( )(, ), If you place your thumb and pointing finger in the direction indicated, in the paper, your middle finger will point upward in terms of, direction. This represents the magnetic force. This means the, magnetic force is towards you or out of the paper., , G, , What is the, conclusion?, , Therefore, the force is 42.4 N directed outside the, paper., , Force and Torque on a Current Loop, Conductors carrying current are usually formed into closed loops., The total sum of the force on the loop is just zero but the torque acting on, the loop, (recall previous module in previous quarter) has some important, properties. The figure below shows the forces on each side of the current, loop., , Figure 9. Magnetic Force in a Current Loop, . Image Source: https://www.physicskey com/torque-current-loop, , 12

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(1) The force F on the right, side of the loop is directed, along the direction of the, positive x-axis while B is, directed along +z axis., Confirm this with the righthand rule. Make sure fingers, are perpendicular to each, other., , where a represents the, length, (2) The force F is now, directed at the -y axis while, the magnetic field is directed, at +z-axis. Confirm this with, the right-hand rule. Make, sure fingers are, perpendicular to each other., (, , ), , where a represents the, length, (3) The force F is now, directed at -x axis. Hence, it, is -F. The magnetic field is, directed towards the -z-axis., , 13

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(4) The force is directed at +yaxis. The magnetic field is, still directed at +z axis., (, ), (1) and (2) are zero due to, opposite signs and similar, magnitude while (2) and (4), then form a couple:, , The product IA represents the magnetic moment m of the loop:, , We can also derive an expression for a circular loop with radius R., This is an arrangement with a solenoid. It is a coil wound into a circular, cylinder., , where, , For a solenoid with a number of N turns within a uniform field B, , Example 4:, A circular coil of wire 0.0500 m in radius, having 30 turns, lies in a, horizontal plane. It carries a current of 5.00 A in a counterclockwise, rotation when viewed from above. The coil is in the magnetic field directed, towards the right with a magnitude of 1.20 T. Find the magnetic moment, and the torque on the coil., A, , What is/are given?, , B, , What is asked?, , C, , Are the units, , R = 0.0500 m, I = 5.00 A, B = 12.0 T, , Yes, , 14

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E, , F, , consistent with the, formula?, What strategy, We use the magnetic moment and the torque for, must be, a circular loop, employed?, Solution, We solve first for the area:, (, , (, , ), , ), , Then, we plug in the value of A in the magnetic moment of the coil:, (, , )(, , ), , The total magnetic moment is, (, , )(, , ), , The torque of the coil is, (, , )(, , )(, , ), , The total torque is:, (, G, , What is the, conclusion?, , )(, , ), , Therefore, the torque and magnetic moment of the, coil with 30 turns is 1.178 Am2 and 1.41 Nm,, respectively., , The Direct-Current Motor, Electric motors are considered to be vital in modern society. The, operation of the electric motors is dependent on the conductors carrying, current. The given figure (figure 10) shows an example of a direct current, electric motor. The motor converts the electrical energy into mechanical, energy., , 15

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Figure 10. Direct current electric motor, Image Source: https://www.britannica.com/science/magnetic-field, , Figure 11. Parts of an Electric Motor, Image Source: https://www.dukeelectric.com/electric-motor-failure/, , Figure 11 shows the parts of an electric motor. The following are its, functions:, 1. Stator – It a static unit that contains magnetic field windings. Its, function is to receive the supply from the power source., 2. Rotor – it is the moving part where it creates a mechanical rotation, of the unit., 3. Yoke – It is a magnetic frame made of iron or steel. This functions, as a protector. The cover keeps the inner parts of the motor safer, and helps in supporting the armature. It contains the magnetic, poles and field windings that are needed to help the field system., 4. Poles – The magnetic poles of the DC motor fit into the inner wall of, the yoke and helps them in tightening. The parts of the poles are, pole core and pole shoe. The pole core holds the pole shoe. The pole, shoe will carry the slots for the field and help in the production of, , 16

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the flux between the rotor and stator. This also helps in reducing, the loss., 5. Brushes – This component functions with the commutator. It, functions as a bridge that will connect the static electric circuit to the, rotor., 6. Field windings – It is made of copper wire which surrounds the slots, of poles shoes. The windings are capable of forming an electromagnet, which will lead to producing flux. Effective flux cutting happens as, the rotor armature rotates within the field flux., 7. Armature Windings – The armature winding is composed of lap, winding and wave winding. The parallel paths make them different, from each other. This component is attached to the rotor and helps in, alternating the magnetic field of the path it rotates since magnetic, loss happens with respect to time., 8. DC Motor Commutator – The commutator is a split ring that is, made of copper. The operating system of the direct currents is based, on the interactive magnetic fields between the rotating armature and, the fixed stator. When the north pole of the armature is attracted to, the south pole of the stator, and vice-versa, the force is produced to, make it turn. Commutation refers to the constant torque in one, direction. The main goal of the commutation is to verify the torque, acting in the same direction. Since the voltage from the armature is, alternating, the commutator converts it into direct current. This is, where the commutator turns the coils on and off., , What's More, Activity 2: Qualitative Problems, Direction: Answer the following questions., (1) A permanent magnet can be used to pick up a string of nails, paper, clips, or tacks, even though these are nonmagnetic materials. How can, this be?, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, , 17

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(2) How could one tell the direction of the magnetic force on a straight wire, carrying a current by just using qualitative observations?, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, (3) How might a loop of wire carrying a current be used as a compass?, Can it be used as a compass to distinguish the north and south?, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, ________________________________________________________________________, , What I Have Learned, Activity 3: Quantitative Problem, Direction: Write your answers on a separate sheet of paper. You may also, consult your Physics teacher., Find the unknown values of voltage and current in each resistor as shown, in the given circuit diagram:, (1) The magnetic field of a certain region has a magnitude of 1.50 T, and its, direction is along the positive x-axis, as shown in the figure below., (a) What is the flux across the surface abcd?, (b) What is the flux across the surface befc?, (c) What is the flux across the surface aefd?, (d) What is the flux across the surface in the shaded volume?, , 18

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30 cm, 40 cm, , b, , e, 30 cm, , a, f, 50 cm, d, , Criteria, Physics, Approach, , 3, Approach is, appropriate, and complete, , 2, Approach, contains minor, errors, , Procedure, , Mathematical, and logical, procedures are, clear, complete, and connected, , Mathematical, and logical, procedures are, missing/contain, errors, , 19, , 1, Some of the, concepts and, principles are, missing or, inappropriate, Most of the, mathematical, and logical, procedures, , 0, Solution, doesn't, indicate an, approach, All, procedures, are, incomplete, and contain, errors

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Description, , Diagrams and, symbols used, are, appropriate, and complete, , Parts of the, diagrams and, symbols contain, errors, , Most of the, parts of the, diagrams and, symbols are, not useful, , The entire, visualization, is wrong or, did not, include, visualization., , (2) The electron at point A in the figure below has a speed of 6 x 106 m/s., Find the magnitude and direction of the magnetic field, which will cause the, electron to follow the semicircular path from A to B. Find the time required, for the electron to move from A to B., , A, , 10 cm, , B, , Criteria, Physics, Approach, , 3, Approach is, appropriate, and complete, , 2, Approach, contains minor, errors, , 1, Some of the, concepts and, principles are, missing or, inappropriate, , 0, Solution, doesn't, indicate an, approach, , Procedure, , Mathematical, and logical, procedures, are clear,, complete and, connected, , Mathematical, and logical, procedures are, missing/contain, errors, , Most of the, mathematical, and logical, procedures, , All, procedures, are, incomplete, and contain, errors, , 20

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Description, , Diagrams and, symbols used, are, appropriate, and complete, , Parts of the, diagrams and, symbols contain, errors, , Most of the, parts of the, diagrams and, symbols are, not useful, , The entire, visualization, is wrong or, did not, include, visualization., , (3) A wire along the x-axis carries a current of 6.0 Ain the +x direction., Calculate the force on a 1.00 cm section of the wire exerted by the following, magnetic fields:, a) 0.600 T in -y direction, , b) 0.500 T in the +z direction, , 21

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Criteria, Physics, Approach, , 3, Approach is, appropriate, and complete, , 2, Approach, contains minor, errors, , Procedure, , Mathematical, and logical, procedures are, clear,, complete and, connected, Diagrams and, symbols used, are, appropriate, and complete, , Mathematical, and logical, procedures are, missing/contain, errors, , Description, , Parts of the, diagrams and, symbols contain, errors, , (c) 0.300 T in -x direction, , 22, , 1, Some of the, concepts and, principles are, missing or, inappropriate, Most of the, mathematical, and logical, procedures, , Most of the, parts of the, diagrams and, symbols are, not useful, , 0, Solution, doesn't, indicate an, approach, All, procedures, are, incomplete, and contain, errors, The entire, visualization, is wrong or, did not, include, visualization.

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(d) 0.200 T in the xz plane at an angle of 60 degrees from the +x axis and 30, degrees from + z-axis, , Criteria, Physics, Approach, , 3, The approach, is appropriate, and complete, , 2, The approach, contains minor, errors, , Procedure, , Mathematical, and logical, procedures are, clear,, complete, and, connected, Diagrams and, symbols used, are appropriate, and complete, , Mathematical, and logical, procedures are, missing/contain, errors, , Description, , Parts of the, diagrams and, symbols contain, errors, , 1, Some of the, concepts and, principles are, missing or, inappropriate, Most of the, mathematical, and logical, procedures, , Most of the, parts of the, diagrams and, symbols are, not useful, , 0, The solution, doesn't, indicate an, approach, All, procedures, are, incomplete, and contain, errors, The entire, visualization, is wrong or, did not, include, visualization., , What I Can Do, Activity 4. Building Concept Map, Direction: Create a concept map using the concepts that you have learned, from this module. You can use words, terms, phrases, or formulas in, connecting these concepts. Refer to the scoring guide below:, Legible (easy to, , No (0-1), , Yes (2), , 23

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read), Accurate (concepts, were used, accurately), , Many, inaccuracies, (0-2), , A few, inaccuracies, (3-4), , No inaccuracies, (5), , Complete, (sufficient number, of relevant concepts, and relationships), , Limited use of, concepts, (0-2), , Some use of, concepts, (3-4), , Sufficient number, of concepts, (5), , Sophisticated, (finding meaningful, connections, between relevant, concepts), , Little or, none, (0-1), , Few, meaningful, connections, made (2-4), , Some, meaningful, connections, made (5-7), , Mueller's Classroom Concept Rubric, , Assessment, Direction: Write the letter of your choice in the space provided., , ____ 1. The magnetic fields come from, a. atoms in iron, b. permanent magnets, , 24, , Meaningful, and original, insights, demonstrated, (8)

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c. magnetic domains, d. moving charges, ____ 2. The observer moves past a stationary electron. The instruments he, brings could only measure, a. magnetic field, b. electric field, c. both electric and magnetic field, d. any of the above, ____ 3. Magnetic fields could not interact with, a. stationary charges, b. moving charges, c. stationary magnets, d. moving magnets, ____ 4. The lines could give convenience in visualizing the field. Which of, the following is false?, a. the path followed by the iron particle corresponds to magnetic, field line, b. the path followed by an electric charge corresponds to an electric, field line, c. the compass needle lines up parallel to magnetic field lines, d. magnetic field lines do not exist, ____ 5. A current-carrying loop tends to rotate until the plane of the loop is, a. parallel to the field, b. perpendicular to the filed, c. either parallel or perpendicular to the field, d. at a 45 degrees angle with the field, ____ 6. A straight wire carries a current as shown in the figure. What is the, direction of the magnetic field?, a. upward, b. downward, c. right, d. left, ____ 7. The circular loop of wire has a current running throughout the, conductor. What is the direction of the magnetic field?, a. upward, b. downward, c. into the paper, d. out of the paper, ____ 8. The wire carries a current moving to the right. What is the, direction of the magnetic field?, , 25

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a. towards you, b. away from you, c. left, d. right, ____ 9. A proton passes through the region of two fixed bars of magnets., Which is true of how it will travel in the region?, , a. the path curves downward and will strike the lower magnet, b. the proton will move in a straight line, c. the path curves upwards and will strike the upper magnet, d. the proton stops and moves to left, ____ 10. A student wanted to identify the poles of the three magnets by, placing the iron fillings to view the magnetic field lines. What poles, should have the same characteristic as pole E?, , ____ 11. The ion moves in a circular orbit of radius R in a magnetic field. If, the particle's speed is doubled, the orbit radius will be _________., a., b. 2R, c. R, d.4R, ____ 12. The magnetic field 2 cm from a long, straight wire is 10-6 T. The, current in the wire is, a. 0.1 A, b. 100 A, c. 1000 A, d. 0.0001 A, ____ 13. A 17 µC charge is moving at the speed of light (3 x 108 m/s) in the, magnetic field of 4.02 mT. What is the force on the charge?, a. 8.59 N, , 26

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b. 290 N, c. 8.59 x 1012 N, d. 1.00 x 1016 N, ____ 14. Assume that 19 cm length of wire carries a current perpendicular, to 4.1 T magnetic field and experiences a force of 7.6 mN. What is, the current in the wire?, a. 3.4 x 10-7 A, b. 9.8 x 10-3 A, c. 1.0 x 10-12 A, d. 9.8 A, ____ 15. Which of the following factors will affect the strength of the, solenoid?, a. number of wraps, b. strength of current, c. wire thickness, d. core type, , Additional Activities, Activity 5. Social Context, Direction: The community is a rich source for learning opportunities of, sources of direct current circuits. Choose one from the following suggested, activities in understanding the importance and utilization of electric, potential in our daily lives:, 1., 2., 3., , Conduct simulations on direct current circuits., From this, write a short reflection. Scan the QR, code to gain access to the simulations., Investigate the dent of Earth's magnetic field., From your research, write the significant findings, and their implications in human activities., Using a battery and copper wires, build an, electric motor, , Image Source: https://www.education.com/science-fair/article/no-frills-motor/, , 27

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Answer Key General Physics 2 Module 6, , 28

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