ALAMINOS CITY NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEET IN GENERAL PHYSICS 2

Week 2, Quarter 4, May 24-28, 2021

I. Title: Magnetism

II. Background Information for Learners:

The history of magnetism begins thousands of years ago. In a region of Asia Manor known as Magnesia (now
Manisa, in western Turkey), rocks were found that could attract each other. These rocks were called “magnets” after
their place of discovery.
Not until the nineteenth century, however, was it seen that magnetism and electricity are closely related. A
crucial discovery was that electric currents produce magnetic effects (we will say “magnetic fields”) like magnets do.
All kinds of practical devices depend on magnetism, as we shall see: from compasses to motors, loudspeakers,
computer memory, and electric generators.
If a bar magnet is suspended from a fine thread, it is found that one pole of the magnet will always point
toward the north. It is not known for sure when this fact was discovered., but it is known that the Chinese were
making use of it as an aid to navigation by the eleventh century and perhaps earlier. This is the principle of a
compass. A compass needle is simply a bar magnet which is supported at its center of gravity so that it can rotate
freely. The pole of a freely suspended magnet that points toward geographic north called the north pole of the
magnet. The other pole points toward the south and is called the south pole.
Before the relationship of magnetic interactions to moving charges was understood, the interactions of
permanent magnets and compass needles were described in terms of magnetic poles. If a bar-shaped permanent
magnet, or bar magnet, is free to rotate, one end points north. This end is called a north pole or N pole; the other
end is a south pole or S pole. Opposite poles attract each other, and like poles repel each other (Fig.1). An object that
contains iron but is not itself magnetized (that is, it shows no tendency to point north or south) is attracted by either
pole of a permanent magnet (Fig. 2). This is the attraction that acts between a magnet and the unmagnetized steel
door of a refrigerator. By analogy to electric interactions, we describe the interactions in Figs. 1 and 2 by saying that
a bar magnet sets up a magnetic field in the space around it and a second body responds to that field. A compass
needle tends to align with the magnetic field at the needle’s position.

Photo credit: University Physics with Photo credit: University Physics with
Modern
Modern Physics 13th edition Physics 13th edition
Figure 1. (a) Two bar magnets attract when opposite poles (N and Figure 2. (a) Either pole of a bar magnet S, or S and
N) are next to each other. attracts an unmagnetized object that contains (b) The bar magnets repel when like iron, such
as a nail. (b) A real-life example of poles (N and N, or S and S) are next this effect. to each other.

Magnetic Field
To introduce the concept of magnetic field properly, let’s review our formulation of electric interactions in the
previous lessons, where we introduced the concept of electric field. We represented electric interactions in two steps:
1. A distribution of electric charge at rest creates an electric field 𝐸⃗ in the surrounding space.
2. The electric field exerts a force ⃗𝑭⃗= 𝒒⃗𝑬⃗on any other charge that is present in the field.
We can describe magnetic interactions in a similar way:
1. A moving charge or a current creates a magnetic field in the surrounding space (in addition to its electric field).
2. The magnetic field exerts a force ⃗𝑭⃗ on any other moving charge or current that is present in the field.
SI Unit for Magnetic Field
The SI unit for that follows from Eq. 3 and 4 is the newton per coulomb-meter per second. For convenience,
this is called the tesla (T):

.
Recalling that a coulomb per second is an ampere, we have

.
An older name for the tesla is the “weber per meter squared”
An earlier (non-SI) unit for 𝐵⃗, still in common use, is the gauss (G), and
1 𝑡𝑒𝑠𝑙𝑎 = 104 𝑔𝑎𝑢𝑠𝑠
1𝐺 = 10−4 𝑇
A field given in gauss should always be changed to teslas before using with other SI units.

III. Learning Competency with code

1. Differentiate electric interactions from magnetic interactions (STEM_GP12EMIIIh-54);
2. Evaluate the total magnetic flux through an open surface (STEM_GP12EMIIIh-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_GP12EMIIIh-58); and
4. Evaluate the magnetic force on an arbitrary wire segment placed in a uniform magnetic field
(STEM_GP12EMIIIh-59).
IV. Directions
Apply your knowledge about magnetism, magnetic field, magnetic flux, Lorentz Force and right hand rule by
answering the activities below in a separate answer sheet.

V. Exercises/Activities:

Activity 1: Let’s Check!

Directions: Read the following questions and write the letter of the correct answer in your answer sheet.
1. As in the case of unlike magnetic poles, what happens to the unlike electric charges?
A. attract B. do not interact C. exist in pairs D. repel
2. What do you call the region around a magnet where the magnetic force is exerted?
A. magnetic pole B. iodestone C. magnetic field D. magnetic domain
3. Where does one part of a freely swinging magnet always point?
A. east C. to Earth's magnetic north pole
B. toward Earth's core D. to Earth's magnetic south pole in the Northern Hemisphere
4. What happens when a temporary magnet keeps its magnetism for a long time?
A. easily loses its magnetism C. realigned domain
B. has two north poles D. cannot be destroyed
5. Earth's magnetism is related to the circulation of molten material within Earth's ___.
A. core B. crust C. mantle D. ocean
6. Where is the pushing and pulling force of a magnet strongest?
A. In the middle of the magnet C. Same all the way through the magnet
B. At the ends of the magnet D. None of these
7. The magnetic force of a material comes from the spinning of what atomic particle?
A. Electron B. Neutron C. Nucleus D. Proton
8. What would you detect by using a compass, iron filings, and iron objects?
A. Electricity B. Gravity C. Magnetic field D. Directions
9. The closer together a magnet's magnetic field lines are, ________.
A. the weaker the magnetic field C. the closer they are to disappearing
B. the stronger the magnetic field D. the closer they are to the magnet's center
10. Magnetism is an example of a type of ___________.
A. force B. compound C. light D. matter

Activity 2: Use Your Right Hand!

Directions: Consider the given figures to answer the questions on each item.

1. What is the direction of the magnetic force on the current in each of the six cases in the figures below.
Note: Think of it as using a paper and use the point and end of the arrow to understand the ⨀ and ⨂ in the figures.
 2. What is the direction of the magnetic
field that produces the magnetic force
shown on the currents in each of the
three cases in the figures at right
assuming B is perpendicular to I?

Activity 3: What the FLUX!

A coil of wire is situated in a 0.5 T uniform magnetic field. The area of the coil is 2.0 m2. (a) What is the
magnetic flux if the angle between the magnetic field and the normal to the surface of the coil is 60°? (b) After 5 s, the
magnetic field is now parallel to the normal to the surface, (at 0°).

Activity 4: Solve Me!

Directions: Read and analyze the following problems, consider the two figures at the next page. Answer them
properly and show your solution in your answer sheet.
Problem 1
Calculating Magnetic Force on a Current-Carrying Wire: A Strong
Magnetic Field
Calculate the force on the wire shown in the figure, given B=1.50 T,
L=5.00 cm, and I=20.0 A.

Strategy
The force can be found with the given information by using 𝐹 = 𝐼𝑙𝐵𝑠𝑖𝑛𝜃
and noting that the angle θ between I and B is 90°, so that sin θ=1.
The units for tesla are .

Problem 2
Magnetic force on a proton
A proton having a speed of 5.0 𝑥 106𝑚/𝑠 in a magnetic field feels a force of
8.0 𝑥 10−14 toward the west when it moves vertically upward (see Fig. at the right).
When moving horizontally in a northerly direction, it feels zero force (see Fig. b).
Determine the magnitude and direction of the magnetic field in this region. (The
charge on a proton is 𝑞 = +𝑒 = 1.6 𝑥 10−19𝐶).

Approach
Since the proton feels no force when moving north, the field must be in a northsouth direction. In order to produce a
force to the west when the proton moves upward, the right-hand rule tells us that 𝐵⃗ must point toward the north.
(Your thumb points west and the outstretched fingers of your right-hand point upward only when your bent fingers
point north.) The magnitude of 𝐵⃗is found using this formula, 𝐹 = 𝑞𝑣𝐵sin 𝜃.

Problem 3
Electron’s path in a uniform magnetic field
An electron travels at 2.0 𝑥 107𝑚/𝑠 in a plane perpendicular to a uniform 0.010 T magnetic field. Describe its path
quantitatively. (Mass of an electron is 9.1 𝑥 10−31𝑘𝑔, the charge in an electron is 1.6 𝑥 10−19𝐶.)
Approach
The electron moves at speed v in a curved path and so must have a centripetal acceleration . We find the radius
of curvature using Newton’s second law. The force is given by equation, 𝐹 = 𝑞𝑣𝐵sin 𝜃 with sin =1, 𝐹 = 𝑞𝑣𝐵.
We insert F and a into Newton’s second law:

We solve for r and find

Since is perpendicular to the magnitude of 𝑣 doesn’t change. From this equation we see that if
𝐵⃗= 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡, then 𝑟 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡, and the curve must be a circle as we claimed above.

Activity 5: Let’s Gauge Your Understanding!

Directions: Read the following questions. Write the letter of your answer in your answer sheet.
1. How is magnetism produced?
A. An excess of north monopoles C. Moving charges
B. An excess of south monopoles D. Separation of positive and negative charges
2. In calculating for the magnetic field, what is the SI unit being used?
A. Coulomb B. Gauss C. Newton D. Tesla
3. What do you call the measure of the number of magnetic field lines passing through an area?
A. electric flux B. magnetic flux C. both A and B D. none of these
4. It is the combination of the magnetic and electric force on a point charge due to electromagnetic fields. It is used in
electromagnetism and is also known as the electromagnetic force. What force is this?
A. Frictional force C. Gravitational force
B. Gaussian force D. Lorentz force
5. The north pole of a suspended or floating bar magnet currently points directly toward the earth’s ________.
A. north magnetic pole C. north geographic pole
B. south magnetic pole D. south geographic pole
6. What can you make visible by sprinkling iron filings around a magnet?
A. the areas called domains C. the magnetic forces
B. the magnetic field lines D. the north and south poles
7. Physicists use a hand mnemonic known as the ____________ to help remember the direction of magnetic forces.
To form the mnemonic, first make an L-shape with the thumb and first two fingers of your right hand. Then, point
your middle finger perpendicular to your thumb and index finger.
A. Gauss law B. Left-hand rule C. Lorentz force D. Right-hand rule
8. Why does a current-carrying wire has a magnetic field around it?
A. A moving charge produces a magnetic field on its own
B. The current aligns the magnetic domains in the metal of the wire
C. The metal was magnetic before the currrent was established, and the current enhanced the magnetic
effect.
D. None of the above is correct
9. Why does the earth’s magnetic field is believed to originate?
A. By a separation of north and south monopoles due to currents within the earth
B. With electric currents that are somehow generated in the earth’s core
C. From a giant iron and cobalt bar magnet inside the earth
D. From the process that are not understood
10. Since there is a relationship between electric and magnetic field, complete the statement, “An electromagnet uses
_______.”
A. a magnetic field to produce an electric current C. a magnetic current to produce an electric field
B. an electric current to produce a magnetic field D. an electric field to produce a magnetic current
11. Which of the following statements best describe the difference between electric and magnetic fields?
I. An electric field is essentially a force field that’s created around an electrically charged particle. A magnetic field is
one that’s created around a permanent magnetic substance or a moving electrically charged object.
II. The strength of the magnetic field is represented by either gauss or Tesla. The strength of an electric field is
represented by Newton per Coulomb or Volts per Meter
III. Magnetic fields are created whenever there is a flow of electric current. An electric field occurs wherever a voltage
is present
A. I and II B. II and III C. I, II, and III D. I and III
12. The magnetic field of Earth is 0.5 G at a certain point is space. What is the equivalent magnetic field in tesla?
(Note: 1G = 10-4 T)
A. 5 x 10-5 T B. 5 x 10-4 T C. 50 mT D. 5 mT
13. There are several modern uses of magnets. A ________ can have million of magnets. Each magnet points in its
own direction, making a code. This allows an individual to make purchases.
A. Cheque Book B. Credit Card C. Driver's License D. Television
14. A force 4.6 x 10 -14 N acts on a particle of unknown charge moving perpendicularly through a magnetic field of 9
mT. If the speed of the particle is 2x104 m/s, what is the charge of the particle? Note: 𝐹𝐵 = 𝑞𝑣 𝑥 𝐵
A. 2.56x10-19 C B. 2.56x10-16 C C. 8.28x10-12 C D. 8.28x10-9 C
15. A wire of length 0.75 m carries a current of 20.0 A. The wire experiences a force of 5.8 N in the presence of a
magnetic field of 0.50 T. What is the angle between the magnetic field and the wire? Note: 𝐹𝐵 = 𝐼ℓ𝐵sin𝜃
A. 47° B. 53° C. 49° D. 51°

VI. Rubric for scoring

For Activity 1, 2 and 5, 1 point for the correctness of the answer.
For Activity 3 and 4, refer to the rubric below.
SCORE DESCRIPTION OF RESPONSES
5 Complete and correct method of solution with correct answer
4 Complete and correct method solution but wrong answer
3 The work presented systematically but errors in computation
leading to incorrect answer
2 Suggest good mathematical thinking but incomplete solution
1 No solution/ wrong answer
0 No response

VII. References for Learners:

Byjus. (2021). Difference Between Electric Field And Magnetic Field. Retrieved January 2021, from Byjus:
[Link]
Byjus. (2021). Lorentz Force. Retrieved January 2021, from [Link]:
[Link]
Circuit Globe. (2018). Difference between Electric & Magnetic Field. Retrieved January 2021, from Circuit Globe:
[Link]
Cook, C. S. (2018). Breaking Through General Physics 2 For Senior High School (Magnetic
Fileds). C & E Publishing, Inc. Retrieved January 2021
Diffen. (2011). Electric Field vs. Magnetic Field. Retrieved January 2021, from Diffen:
[Link]
Giancoli, D. C. (2005). PHYSICS: Principles with Applications (6 ed.). New Jersey, USA: Pearson Education, Inc. Retrieved October
and november 2020
Gregersen , E. (2021). Lorentz force. Retrieved January 2021, from Britannica: [Link]
force
Isaac Physics. (n.d.). Lorentz Force. Retrieved January 2021, from Isaac Physics:
[Link]
Lumen Learning. (n.d.). Magnetic Force on a Current-Carrying Conductor. Retrieved January 2021, from Lumen Learning:
[Link]
Lumen Learning. (n.d.). Motion of a Charged Particle in a Magnetic Field. Retrieved January 2021, from Lumen Learning:
[Link]
mrsherdzik_27285. (2020). Unit 4: Electricity and Magnetism Exam Review. Retrieved January 2021, from Quizizz:
[Link]
National MagLab. (2019, June 17). Lorentz Force. Retrieved January 2021, from National MagLab:
[Link]
[Link]. (n.d.). 20-1 Magnetic Flux. Retrieved January 2021, from [Link]:
[Link]
[Link]. (n.d.). The Magnetic Field. Retrieved January 2021, from Course Notes: The Magnetic Field:
[Link] 20Magnetic%[Link]
Silverio, A. A. (2006). Exploring Life Through Science. Quezon City, Metro Manila, Philippines: Phoenix Publishing House, Inc.,.
Retrieved October and November 2020
Walker, J. (2014). Fundamentals of Physics (Halliday and Resnick) (10th ed.). United States of America: John Wiley and Sons,
Inc. Retrieved October and November 2020
Young , H. D., Freedman , R. A., & Ford, L. A. (2012). University Physics with Modern Physics (13 ed.). San Francisco, California,
United States of America: Pearson
 Education, Inc. (as Addison-Wesley). Retrieved October and November 2020

Prepared by: Checked by: Approved by:

LEOMAR C. ABARRA ROSENDO C. BERNABE, JR. PhD CYNTHIA B.

TABLANG EdD
Teacher III Master Teacher II OIC-Asst. Principal II,
Academics