TOPIC 4.
4: ELECTROMAGNETISM
The student will be able to:
S3P-4-25: Describe and demonstrate the phenomenon of electromagnetism.
S3P-4-26: Diagram and describe qualitatively the magnetic field around a current-
carrying wire.
Include: direction and intensity of the field
S3P-4-27: Diagram and describe qualitatively the magnetic field of a solenoid.
Include: direction and intensity of the field
S3P-4-28: Describe and demonstrate the function of an electromagnet.
Include: common applications of electromagnets
S3P-4-29: Perform a lab to demonstrate that B ∝ I for an electromagnetic field.
S3P-4-30: Describe the force on a current-carrying conductor in a magnetic field.
Include: FB = BIl sinθ
S3P-4-31: Define the magnetic field quantitatively as a force per unit current
element (i.e., B = FB/I l, where Il is a current element).
S3P-4-32: Solve problems, using FB = BIl.
Topic 4: Fields • SENIOR 3 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME
CONNECTION S3P-4-25: Describe and
Students will… demonstrate the phenomenon of
Understand how stability, electromagnetism.
motion, forces, and energy
transfers and transformations
play a role in a wide range of
natural and constructed
contexts
(GLO D4)
SUGGESTIONS FOR INSTRUCTION
Notes to the Teacher Suspend a 0.5-m long x 0.05-m wide strip of
Today we use electromagnetism in just aluminum foil between the poles of a
about every aspect of our lives that depends magnet. Connect a low-voltage power source
on electricity. Electromagnetism works on (0-3 A) to the ends of the foil. The force
the principle that moving charges generate acting on the current-carrying aluminum
a magnetic field. This magnetic field is the will “levitate” the foil.
same force that is demonstrated by
permanent magnets.
The domain theory should be related to the
motion of the electron.
Demonstration
Hans Christian Oersted’s discovery of
electromagnetism can be demonstrated by
placing a compass near a current-carrying
conductor. The magnetic field around the
wire causes the compass to deflect.
However, if we turn the current off, the
compass returns to a north-south
alignment.
Topic 4.4 – 44
SENIOR 3 PHYSICS • Topic 4: Fields
SKILLS AND ATTITUDES OUTCOME GENERAL LEARNING OUTCOME
S3P-0-4e: Demonstrate a CONNECTION
continuing and more Students will…
informed interest in science Understand how stability,
and science-related issues. motion, forces, and energy
transfers and transformations
play a role in a wide range of
natural and constructed
contexts
(GLO D4)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Teaching
Notes
Topic 4.4 – 45
Topic 4: Fields • SENIOR 3 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOMES
CONNECTION S3P-4-26: Diagram and describe Include: direction and intensity of the
Students will… qualitatively the magnetic field field
Evaluate, from a scientific around a current-carrying wire.
perspective, information and S3P-4-28: Describe and
Include: direction and intensity of the demonstrate the function of an
ideas encountered during
field electromagnet.
investigations and in daily life
(GLO C8) S3P-4-27: Diagram and describe Include: common applications of
qualitatively the magnetic field of electromagnets
a solenoid.
SUGGESTIONS FOR INSTRUCTION
Notes to the Teacher hand” rule. If the fingers curl in the
The magnetic field around a current- direction of the conventional current, the
carrying wire forms concentric circles thumb points in the direction of the field.
around the wire. The direction of the Teacher Demonstration
magnetic field is given by the “right-hand”
rule: When the thumb of the right hand Various experiments and demonstrations
points in the direction of the conventional can be used to describe the fields around a
current, the fingers curl around the wire in current-carrying wire. If the wire is wound
the direction of the magnetic field. through Plexiglas®, the fields can be
Note: Some texts use a “left-hand” rule and displayed on the overhead.
the electron current. The field of a solenoid can be intensified by
If the wire is formed into a loop, the placing an iron core inside the solenoid (i.e.,
magnetic field around all parts of the wire an electromagnet). The permeability of an
contributes to the field in the middle of the electromagnet describes how many times
loop, making it stronger. The magnetic field the field is intensified with the core.
increases as we add more loops (solenoid). Student Activities
The field inside the solenoid is more
intense, is constant, and is directed straight Students can build a simple electromagnet.
through the middle of the solenoid. The
direction of the field is found by the “right-
Topic 4.4 – 46
SENIOR 3 PHYSICS • Topic 4: Fields
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
S3P-0-3b: Describe examples of S3P-0-2b: Propose problems, state CONNECTION
how technology has evolved hypotheses, and plan, Students will…
in response to scientific implement, adapt, or extend Understand how stability,
advances, and how scientific procedures to carry out an motion, forces, and energy
knowledge has evolved as investigation where required. transfers and transformations
the result of new innovations play a role in a wide range of
in technology. natural and constructed
contexts
(GLO D4)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
The concept of electromagnetism can also be
Teaching combined with learning outcomes from the
Notes
Waves topic to design, construct (or
assemble), test, and demonstrate a
technological device to produce, transmit,
and/or control sound waves for a useful
purpose.
Topic 4.4 – 47
Topic 4: Fields • SENIOR 3 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOMES
CONNECTION S3P-4-29: Perform a lab to S3P-4-31: Define the magnetic
Students will… demonstrate that B ∝ I for an field quantitatively as a force per
Demonstrate appropriate electromagnetic field. unit current element (i.e.,
scientific inquiry skills when B = FB/Il, where Il is a current
seeking answers to questions S3P-4-30: Describe the force on a element).
(GLO C2) current-carrying conductor in a
magnetic field. S3P-4-32: Solve problems, using
FB = BIl.
Include: FB = BIl sinθ
SUGGESTIONS FOR INSTRUCTION
Notes to the Teacher Student Activities
There are several labs that can be followed Using a digital scale, students place two
to achieve this learning outcome. opposite poles on the balance and zero the
• The tangent galvanometer lab can be used balance. Suspend a wire between the poles
to demonstrate the relationship between and connect to a power source. The
current and magnetic fields. magnetic force on the wire when a current
is in the wire will be equal to the increase in
• The current balance can be used to find scale reading times 9.8.
the relationship between F, B, I, and l for
a wire and can be used to derive the field • Graph the relationship between force and
as a force per unit current element. current element (Il). The slope of the line
is the magnetic field constant B.
• If the length of wire between the poles is
increased (place two additional poles
nearby), the force increases
proportionally.
Teacher Demonstration
The Jumping Wire (HOT wire Caution!)
Topic 4.4 – 48
SENIOR 3 PHYSICS • Topic 4: Fields
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
S3P-0-2e: Evaluate the relevance, CONNECTION
reliability, and adequacy of S3P-0-2g: Interpret patterns and Students will…
data and data-collection trends in data, and infer or Demonstrate appropriate
methods. calculate linear relationships critical thinking and decision-
Include: discrepancies in data among variables. making skills when choosing a
and sources of error course of action based on
scientific and technological
information
(GLO C4)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Journal Entries
Teaching
Notes Students diagram the field around a
conductor, tangent galvanometer, current
balance.
Performance Assessment
Ask students: If you were a mass (or
positive/negative charge, or a magnet),
describe how you would react to being:
• near the Earth (remember Bearth)
• near a positive charge (which may or may
not be moving)
• near a negative charge
• sandwiched between two plates
• near one pole of a magnet
• between two poles of a magnet
• inside a solenoid
SUGGESTED LEARNING RESOURCES
Herreman, W. and R. Huysentruyt. (1995)
“Measuring the Magnetic Force on a
Current Carrying Conductor.” The Physics
Teacher 33.5: 288.
Topic 4.4 – 49
Topic 4: Fields • SENIOR 3 PHYSICS
NOTES
Topic 4.4 – 50