/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 27 A wire of length \(0.655 \mathrm... [FREE SOLUTION] | 91Ó°ÊÓ

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A wire of length \(0.655 \mathrm{~m}\) carries a current of \(21.0 \mathrm{~A}\). In the presence of a \(0.470-\mathrm{T}\) magnetic field, the wire experiences a force of \(5.46 \mathrm{~N}\). What is the angle (less than \(90^{\circ}\) ) between the wire and the magnetic field?

Short Answer

Expert verified
The angle is approximately \(57.66^{\circ}\).

Step by step solution

01

Understanding the Problem

We need to find the angle between a current-carrying wire and a magnetic field, given the length of the wire, the current it carries, the magnetic field strength, and the force experienced by the wire.
02

Recall the Force Formula

The force acting on a current-carrying wire in a magnetic field is given by the formula: \[ F = I \cdot L \cdot B \cdot \sin(\theta) \]where \( F \) is the force, \( I \) is the current, \( L \) is the length of the wire, \( B \) is the magnetic field strength, and \( \theta \) is the angle between the wire and the magnetic field.
03

Substitute Known Values

Substitute the known values into the formula:\[ 5.46 = 21.0 \cdot 0.655 \cdot 0.470 \cdot \sin(\theta) \]
04

Simplify the Equation

First, calculate the product:\[ 21.0 \cdot 0.655 \cdot 0.470 = 6.46035 \]So the equation becomes:\[ 5.46 = 6.46035 \cdot \sin(\theta) \]
05

Solve for \( \sin(\theta) \)

Rearrange the equation to solve for \( \sin(\theta) \):\[ \sin(\theta) = \frac{5.46}{6.46035} \]
06

Calculate \( \sin(\theta) \)

Calculate the value:\[ \sin(\theta) = 0.844891 \]
07

Find \( \theta \)

To find \( \theta \), take the inverse sine:\[ \theta = \sin^{-1}(0.844891) \]
08

Calculate \( \theta \)

Using a calculator, find \( \theta \):\[ \theta \approx 57.66^{\circ} \]

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Current-Carrying Wire
When we talk about a current-carrying wire, we refer to a wire through which an electric current flows. Current is typically denoted by the symbol \( I \) and measured in amperes (A). In the context of magnetic forces, the movement of electrons within the wire as the current flows creates a magnetic field around the wire.
This phenomenon is crucial because the wire can then interact with external magnetic fields. When a wire carrying current is positioned in a magnetic field, it may experience a force. This force depends significantly on the current flowing through the wire, the strength of the external magnetic field, and the angle between the wire and field. The basic formula linking these elements is given as \( F = I \cdot L \cdot B \cdot \sin(\theta) \), where \( F \) is force, \( L \) is the length of the wire, \( B \) is the magnetic field strength, and \( \theta \) is the angle of interest.
Understanding how a current-carrying wire interacts with magnetic fields is vital for explaining many electrical devices and systems, from electric motors to transformers.
Magnetic Field Strength
Magnetic field strength, denoted by \( B \), is a measure of the magnetic influence exerted by a magnetic source. It is measured in teslas (T).
The strength of the magnetic field plays a critical role in determining the force exerted on a current-carrying wire. A stronger magnetic field will exert a greater force on the wire, assuming other variables remain constant. In our specific exercise, a magnetic field strength of \( 0.470 \) T is influencing the wire.
It's fascinating to realize that the concept of magnetic field strength helps us measure how much potential there is for the field to exert forces on objects within it. This concept is widely applicable in various fields, including electronics and physics, helping design efficient devices. By understanding magnetic field strength, engineers can predict how different materials and currents will interact with magnetic fields.
Angle Calculation
Calculating the angle between the magnetic field and the current-carrying wire is an essential step in understanding the whole scenario of magnetic interaction. This angle \( \theta \) is crucial because it's directly used in the force formula: \( F = I \cdot L \cdot B \cdot \sin(\theta) \).
To find \( \theta \), rearrange the formula to solve for \( \sin(\theta) \), and subsequently use a calculator to determine the angle itself. In this context, solving for \( \sin(\theta) \) gives a way to link the measurable force and the known parameters of the wire and magnetic field. Once the value of \( \sin(\theta) \) is found, the angle is derived by taking the inverse sine.
The calculation is more than just a mathematical exercise; it gives insights into how positioning influences the magnitude of force, leading to critical understanding in designing experiments or equipment setups that involve magnetic fields and electric currents. Correctly measuring and calculating this angle can ensure that devices operate at optimal efficacy in environments where magnetic fields play a role.
Trigonometric Functions
Trigonometric functions, like \( \sin \), \( \cos \), and \( \tan \), are mathematical tools used to relate the angles of a triangle to the lengths of its sides. In our problem, \( \sin \theta \) plays a crucial role.
The sine function relates the angle \( \theta \) in a right triangle to the ratio of the opposite side over the hypotenuse. In terms of physics and magnetic forces, \( \sin(\theta) \) helps determine how the angle affects the magnitude of force on the wire. The calculated \( \sin(\theta) \) tells us the proportional relationship of forces when angles change.
Using the inverse sine function, denoted as \( \sin^{-1} \) or arcsin, helps us determine the angle from known ratios. The function returns an angle whose sine is a given ratio, crucial for solving real-world problems where only part of the information is directly measurable. By understanding these functions, one can decode complex scenarios like the forces on a current-carrying wire, wrapping mathematics in tangible physical phenomena.

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Most popular questions from this chapter

Each of these problems consists of Concept Questions followed by a related quantitative Problem. The Concept Questions involve little or no mathematics. They focus on the concepts with which the problems deal. Recognizing the concepts is the essential initial step in any problem-solving technique. Concept Question You have a wire of length \(L\) from which to make the square coil of a dc motor. In a given magnetic field a coil of \(N\) turns, each with area \(A\), produces more torque when its total effective area of \(N A\) is greater rather than smaller. This follows directly from Equation \(21.4 .\) Is more torque obtained by using the length of wire to make a single-turn coil or a two-turn coil, or is the torque the same in each case? Explain. Problem The length of the wire is \(L=1.00 \mathrm{~m} .\) The current in the coil is \(I=1.7 \mathrm{~A},\) and the magnetic field of the motor is \(0.34 \mathrm{~T}\). Find the maximum torque when the wire is used to make a single- turn square coil and a two-turn square coil. Verify that your answers are consistent with your answer to the Concept Question.

The magnetic field produced by the solenoid in a magnetic resonance imaging (MRI) system designed for measurements on whole human bodies has a field strength of \(7.0 \mathrm{~T},\) and the current in the solenoid is \(2.0 \times 10^{2} \mathrm{~A} .\) What is the number of turns per meter of length of the solenoid? Note that the solenoid used to produce the magnetic field in this type of system has a length that is not very long compared to its diameter. Because of this and other design considerations, your answer will be only an approximation.

A square coil and a rectangular coil are each made from the same length of wire. Each contains a single turn. The long sides of the rectangle are twice as long as the short sides. Find the ratio \(\tau\) square \(/ \tau_{\text {rectangle}}\) of the maximum torques that these coils experience in the same magnetic field when they contain the same current.

Each of these problems consists of Concept Questions followed by a related quantitative Problem. The Concept Questions involve little or no mathematics. They focus on the concepts with which the problems deal. Recognizing the concepts is the essential initial step in any problem-solving technique. Concept Questions A proton is projected perpendicularly into a magnetic field with a certain velocity and follows a circular path. Then an electron is projected perpendicularly into the same magnetic field with the same velocity. (a) Does the electron follow the exact same circular path that the proton followed? (b) To make the electron follow the exact same circular path as the proton, what, if anything, should be done to the direction and the magnitude of the magnetic field? Account for your answer. Problem A proton is projected perpendicularly into a magnetic field that has a magnitude of \(0.50 \mathrm{~T}\). The field is then adjusted so that an electron will follow the exact same circular path when it is projected perpendicularly into the field with the same velocity that the proton had. What is the magnitude of the field used for the electron? Verify that your answer is consistent with your answers to the Concept Questions.

In the model of the hydrogen atom due to Niels Bohr, the electron moves around the proton at a speed of \(2.2 \times 10^{6} \mathrm{~m} / \mathrm{s}\) in a circle of radius \(5.3 \times 10^{-11} \mathrm{~m}\). Considering the orbiting electron to be a small current loop, determine the magnetic moment associated with this motion. (Hint: The electron travels around the circle in a time equal to the period of the motion.)

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