Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

1212
GENERAL PHYSICS 2
2 nd Semester – Module 7
SOURCES OF MAGNETIC FIELD

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
General Physics 2 – Grade 12 (STEM)
Support Material for Independent Learning Engagement (SMILE)
Module 7: Sources of Magnetic Field
First Edition, 2021

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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. - Schools Division Superintendent
Lourma I. Poculan - 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: Purok Farmers, Olingan, DipologCity

Zamboanga del Norte, 7100
Telefax: (065) 212-6986 and (065)212-5818
E-mail Address: dipolog.city@deped.gov.ph
 What I Need to Know
This module will help you understand the concepts associated with the
source of a magnetic field. At the end of this module, you should be able to:

1. 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;

2. Calculate the magnetic field due to one or more straight wire conductors
using the superposition principle;

3. Calculate the force per unit length on a current-carrying wire due to the
magnetic field produced by other current-carrying wires;

4. Evaluate the magnetic field vector at any point along the axis of a
circular current loop; and

5. 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.

What’s In

One of the aspects of magnetism was introduced in the previous

module. This module focuses on moving charges, the forces exerting on a
moving charge, and on currents in a conductor. The lessons and activities in
this module will now help you answer the question: How are magnetic fields
produced through moving charges and currents?

The module will also deal with the production of magnetic fields from
current-carrying wires and various conductors. It also introduces the general
methods in computing the magnetic field produced by currents – Biot-Savart
Law and Ampere’s Law. Bio-Savart Law is analogous with Coulomb’s Law,
while Ampere’s Law is analogous with Gauss’s Law. These laws have a high
degree of symmetry.

1
 What’s New
Critical Reading
Biomagnetic monitoring of atmospheric pollution is a growing
application in the field of environmental magnetism. Particulate
matter (PM) in atmospheric pollution contains readily-measurable
concentrations of magnetic minerals (Hofman et al., 2017).
The process measures the magnetic properties of tree leaves.
The leaves serve as indicator of pollution levels in terms of
accumulated particles. In this case, the leaves are exposed to a
strong magnetic field. The sample leaves are then removed from the
magnetic field to measure residual magnetism. The residual
magnetism is caused by iron present in smoke. Hence, stronger
values of residual magnetism would mean higher levels of iron
compounds.
Trees which are exposed to streets with heavy traffic areas are
proven to be ten times more magnetic than the trees from less busy
roads. Their leaves have higher magnetism levels. These areas are
also highly polluted during rush hours.

Activity 1: Biomagnetic Monitoring

Direction: Create a map showing the location of different tree species in your
neighborhood or town.

Based on this map, which species will do you recommend for biomagnetic monitoring in
your area? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2
 What Is It

Magnetic Field of a Straight Conductor

Figure 1 shows the shape of a magnetic field around a long and straight wire
current-carrying conductor. The field is composed of concentric circles with the current
at the center. In determining the directions of quantities, you need to grasp the wire with
your right hand so that your thumb points to the direction of the current. The curled
finger shows the direction of the magnetic field.

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Figure 1. The magnetic field of a straight conductor

The magnetic field is expressed as:

Where µ0 is equal to , I is the current expressed as Amperes (A), and r

is the distance from the rod to a certain point in terms of meter (m).

Example 1:
A long, straight conductor carries a current of 100 A. At what distance from the
conductor is the magnetic field caused by the current equal to the Earth’s magnetic
field?

A What is/are given? I = 100 A

B What is asked? B=?
C Are the units Yes
consistent with the
formula?
E What strategy must We rearrange the formula and solve for r since
be employed? it is unknown. Then, we plug-in the values.
F Solution
( )( )
( )
G What is the Therefore, at 0.4 m from the conductor, the magnetic
conclusion? field is equal to Earth’s magnetic field.

3
The force between Parallel Conductors

Figure 2. Forces between parallel conductors

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Figure 2 shows two parallel wires a distance apart that carry currents I1 and I2,
respectively. The magnitude of the field is

and

The fields are perpendicular to the wire, which means the angle is 90 degrees and sin 90°
= 1. Therefore, the force becomes:

Example 2:

A power cable contains two long parallel conductors placed 1.0 cm apart. It carries
a current of 100 A to a 40 hp electric motor. Find the force exerted on a 1.0 m
length of one conductor?

A What is/are given? I = 100 A, r = 1.0 cm and l = 1.0 m

Caution: 40 hp is not needed in this problem
B What is asked? F/l = ?
C Are the units No, r must be converted from cm to m. Thus r
consistent with the = 0.01 m
formula?
E What strategy must We shall use the formula for the force
be employed? between parallel conductors.

4
F Solution
( )( )( )

( )
G What is the Therefore, the force per length between the conductors is
conclusion? 0.20 N/m

Magnetic Field of a Circular Loop

Figure 3. Magnetic Field of a Circular Loop

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Figure 3 shows the magnetic field of a circular loop. The magnitude is directly
proportional to the current and inversely proportional to the radius of the loop.

If we have a coil of N loops instead of a single loop, the loops are closely spaced
and have the same radius, then each loop contributes to the field, and the field at the
center is just N times.

The magnetic field on the axis of a circular loop is expressed as

( ) ⁄

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 The direction of the magnetic field is given by the right-hand rule. Curl the fingers
around the loop in the direction; the thumb points the direction of the magnetic field.

Example 3:
A coil used to produce a magnetic field for an electron beam experiment has a
radius of 12 cm and has 200 turns. What current is needed to produce a magnetic
field of 5.0 x 10-3 T?
A What is/are given? r = 12 cm, N = 200, B = 5.0 x 10-3 T
B What is asked? I=?
C Are the units No, r must be converted to from cm to m.
consistent with the Thus r = 0.12 m
formula?
E What strategy must We rearrange the formula and solve for I.
be employed? Then, we plug-in the values.

F Solution
( )( )( )
( )
G What is the Therefore, the current needed is 4.8 A.
conclusion?
Magnetic Field of a Solenoid
Figure 4 shows the magnetic field of a solenoid. It is a coil of wire in the form of a
helix. If the turns are close together and the solenoid is long relative to the diameter, the
magnetic field is uniform and parallel to the axis.

Figure 4. Magnetic field of a solenoid

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solenoid
solenoid with
√ length L and
radius R
toroidal
solenoid

6
The Biot-Savart Law

Suppose a magnetic field can cause a single-point charge to move with velocity. The
location is called the source point, and any point surrounding it is called the field point.
The distance between the two points is r.
The magnitude of the magnetic field was found out to be proportional to q and
inversely proportional with r to the second power. This behavior is consistent with
Coulomb’s law. However, the direction of the magnetic field is perpendicular to the plane
containing the line and its particle velocity.

If we have several charges, it still follows the superposition principle, where the
total magnetic field is influenced by several test charges.

This leads us to the equation below. In finding the magnetic field at any point in
space due to the current in a circuit, you need to solve for the vector sum of the
magnetic field in each segment of the conductor. This is expressed in Biot-Savart law as:

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The Ampere’s Law

The law provides a different perspective on the relationship between the magnetic
field and the sources. This is more convenient than Biot-Savart law. The law is
considered to be analogous with Gauss’s law. In a closed curve that encloses one or more
conductors, the curve is divided into segments known as Δs. At each segment, the
parallel component of magnetic field B is considered known as B║, We take the products
of the magnetic field and its segment until we have completely covered the whole curve.
The result is expressed as:

The equipotential surfaces are always perpendicular to the electric field lines.
There is no work when a charge is moved from point a to point b within the same

7
equipotential surface. When all charges are at rest, the surface of a conductor is always
an equipotential surface. Electric fields are always directed perpendicular to the surface.
This also holds true for charges at rest in an entire solid volume of the conductor.

What’s More
Activity 2: Qualitative Problems
Direction: Answer the following questions. You may use a separate sheet of paper.

(1) Streams of charged particles emitted from the sun during unusual sunspot activity
create a disturbance in the Earth’s magnetic field. How does this happen?
_____________________________________________________________________________
_____________________________________________________________________________
(2) Pairs of conductors carrying current into and out of the power-supply components of
electronic equipment are sometimes twisted together to reduce magnetic field effects.
Why does this help?
_____________________________________________________________________________
_____________________________________________________________________________
(3) Suppose you have three long parallel wires. They are arranged in a way that the
cross-sections are at the corners of an equilateral triangle. Is there any way to arrange
currents, so the three wires attract each other? So the three wires repel each other?
_____________________________________________________________________________
_____________________________________________________________________________

What I Have Learned

Activity 3: Quantitative Problem
Direction: Solve the problem as directed. Write your answers on a separate sheet of
paper. You may also consult your Physics teacher.

A coil consisting of 100 circular loops with radius 0.60 m carries a

5.0-A current.

(a) Find the magnetic field at a point along the axis of the coil, 0.80
m from the center.
(b) (b) Along the axis, at what distance from the center of the coil is
the field magnitude 18 as great as it is at the center?

Criteria 3 2 1 0
Physics The approach is The approach Some of the The solution
Approach appropriate and contains minor concepts and doesn’t

8
 complete errors principles are indicate an
missing or approach
inappropriate
Procedure Mathematical and Mathematical and Most of the All
logical procedures are logical procedures mathematical procedures
clear, complete and are and logical are
connected missing/contain procedures incomplete
errors and contain
errors
Description Diagrams and symbols Parts of the Most of the The entire
used are appropriate diagrams and parts of the visualization
and complete symbols contain diagrams and is wrong or
errors symbols are did not
not useful 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 the concepts.
Refer to the scoring guide below.

Legible (easy to No (0-1) Yes (2)

read)
Accurate (The Many A few No inaccuracies
concepts were inaccuracies inaccuracies (5)
used (0-2) (3-4)
accurately.)
Complete Limited use of Some use of Sufficient number
(sufficient concepts concepts of concepts
number of (0-2) (3-4) (5)
relevant
concepts and
relationships)
Sophisticated Little or Few Some Meaningful
(finding none meaningful meaningful and original
meaningful (0-1) connections connections insights
connections made (2-4) made (5-7) demonstrated
between (8)
relevant
concepts)
Mueller’s Classroom Concept Rubric

9
 Assessment
Directions: Write the letter of your choice in the space provided.
_____1. A straight wire is placed below the compass. A large current passed flows
upward the conductor. Where should the North pole of the compass point?
a. undeflected
b. south
c. east
d. west
N

_____2. Parallel wires carry different electric currents in the same direction. What
happens to the force in A and B?

a. FBonA = 4 FAonB I
A
b. 2FBonA = 4 FAonB
c. FBonA = 8 FAonB
d. FBonA = FAonB B
8I
_____3.The magnetic field inside a solenoid is directed towards (the) ______.
a.left
b.right
c.none
d.upward/downward

_____4. A solenoid consists of 100 circular turns. Part of 3 turns, A, B and C is shown
below. When the current flows,
a. both A and C are repelled by B
b. A is attracted to B; C is repelled by B
c. neither A nor C is attracted/or repelled by B
d. both A and C are attracted to B
A B C

_____5. The vertical parallel metal rods of a microwave filter oscillates currents in the
rods. Sometimes, they have the same magnitude and direction of current. At that
instant, the rods will
a. move apart horizontally
b. move together horizontally
c. shift vertically downwards
d. shift vertically upwards

_____6.Two parallel loops of radius a are placed at a distance L. The current for each
loop is in the same direction. Halfway between the loops, the magnetic field (in
terms of the formula for circular loop) is equal to _____.
a. zero
b. 1/4
c. 1/2
d. the same

10
_____7. Three parallel straight wires carry equal currents to the right. The direction of
magnetic force in the middle is___
a. out of the plane
b. down to the plane
c. upwards/downwards
d. none

_____8. A long wire shown below is placed on a table. When a current goes through the
conductor, the component of the magnetic field at point X is_______.

a. into the table

b. out of the table
c. parallel to the segment nearest to the point
d. perpendicular to the segment nearest to the point

_____9. There are two wires with equal currents I travelling out of the page. What is the
direction of the magnetic field at point X?
X

a. east
b. southeast
c. west
d. southwest

_____10. Student A said that the magnetic field outside the long solenoid would be no
larger than the field caused by each turn. Student B said it is zero since the
magnetic field is located inside the solenoid. Who is correct?
a. Student A, since each loop cancels out the magnetic field of the other
b. Student B, since each loop cancels out the magnetic field of the other
c. Student A, since magnetic fields cancel at equal position of the loop
d. Student B, since magnetic fields cancel at equal position of the loop

_____11. A solenoid is 3 cm long and has a radius of 0.50 cm. The wire carries 2.0 A of
current. The magnetic field at the center is
a. 0.0419 T
b. 0.099 T
c. 0.0013 T
d. 20 T

_____12.Two parallel wires placed 4 cm apart carry 2A and 4A current respectively in the
same direction. The force/length in each wire is
a. 0.00004 N/m, attractive
b. 0.00004 N/m, repulsive
c. 0.00001 N/m, attractive
d. 0.00001 N/m, repulsive

11
_____13. Two parallel wires placed 4 cm apart carry 2A and 4A current respectively in
the opposite direction. The force/length in each wire is
a. 0.00004 N/m, attractive
b. 0.00004 N/m, repulsive
c. 0.00001 N/m, attractive
d. 0.00001 N/m, repulsive

_____14.The magnetic field at a distance of 2 cm from a straight wire is 0.00002 T. The

current in the wire is
a. 3A
b. 2A
c. 0.16 A
d. 25 A
_____15. Solenoid B has twice the radius and six times the number of turns to that of
Solenoid A. The ratio of the magnetic field in the interior of B to that of the interior
of solenoid A is ___.
a. 2
b. 4
c. 6
d. 1

Additional Activities

Activity 5. Social Context

Direction: The community is a rich source of learning opportunities of sources of
magnetic forces and fields. Choose one from the following suggested activities in
understanding the importance and utilization of electric potential in our daily lives:

1. Conduct simulations on Biot-Savart and Ampere’s Laws. From this, write a short
reflection. Scan the QR code to gain access to the simulations.

2. If you are to produce a right-hand rule using your left hand, will you still be able to
locate the field and direction of current? How would you do it? Provide a diagram
and a short explanation of how this works.

12
Answer Key General Physics 2 Module 7

References
Printed Resources
Sears, F., Zemansky, M. and Young, H. (1992). College Physics 7th Edition. Addison-Wesley
Publishing Company
Zitzewits, Haase and Harper (2013). PHYSICS Principles and Problems. The MAcGraw-Hill
Companies, Inc.

Online References
Hofman, J., Maher, B. A., Muxworthy, A. R., Wuyts, K., Castanheiro, A., & Samson, R.
(2017). Biomagnetic monitoring of atmospheric pollution: a review of magnetic
signatures from biological sensors. Environmental science & technology, 51(12), 6648-
6664.
Massachusetts Institute of Technology (2001). Biot-Savart’s Law and Ampere’s Law.
Retrieved last February 22, 2021 from https://ocw.mit.edu/high-
school/physics/exam-prep/magnetic-fields/biot-savarts-law-amperes-law/
https://www.google.com/imgres?imgurl=https%3A%2F%2Fimage.slidesharecdn.com%2Fch
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