Physics-2 Q4-Student S
Physics-2 Q4-Student S
Physics-2 Q4-Student S
TABLE OF CONTENTS
QUARTER 4
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Electromagnetism
INSTANT TASK
Magnetism
Look for as many words as you can from the puzzle below that you think are related
to Magnetism.
1
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
The history of magnetism began thousands of years ago, when in a region of Asia Minor known as
Magnesia, 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, from compasses to motors, loudspeakers, computer memory, and electric
generators.
You probably have observed a magnet attract paper clips, nails, and other objects made of
iron. Any magnet, whether it is in the shape of a bar or a horseshoe, has two ends or
faces, called poles, which is where the magnetic effect is strongest. 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
Figure 1.1 A horseshoe magnet magnet which is supported at its center of gravity so that it can rotate freely. The pole of a
attracts pins made of iron freely suspended magnet that points toward geographic north is called the north pole of
the magnet. The other pole points toward the south and is called the south pole.
It is a familiar observation that when two magnets are brought near one another, each
exerts a force on the other. The force can be either attractive or repulsive and can be felt
even when the magnets don’t touch. If the north pole of one bar magnet is brought near
the north pole of a second magnet, the force is repulsive. Similarly, if the south poles are
brought close, the force is repulsive. But when the north pole of one magnet is brought
near the south pole of another magnet, the force is attractive. These results are shown in
Fig. 1.2, and are reminiscent of the forces between electric charges: like poles repel, and
Figure 1.2 Like poles of two unlike poles attract. But do not confuse magnetic poles with electric charge. They are
magnets repel; unlike poles attract very different. One important difference is that a positive or negative electric charge can
easily be isolated. But an isolated single magnetic pole has never been observed. If a bar
magnet is cut in half, you do not obtain isolated north and south poles. Instead, two new
magnets are produced, Fig. 1.3, each with north (N) and south (S) poles. If the cutting
operation is repeated, more magnets are produced, each with a north and a south pole.
Physicists have searched for isolated single magnetic poles (monopoles), but no
magnetic monopole has ever been observed. Besides iron, a few other materials, such as
cobalt, nickel, gadolinium, and some of their oxides and alloys, show strong magnetic
effects. They are said to be ferromagnetic (from the Latin word ferrum for iron). Other
materials show some slight magnetic effect, but it is very weak and can be detected only
Figure 1.3 if you split a magnet, you
won’t get isolated north and south with delicate instruments.
poles; instead two new magnets are
produced, each with a north and In the previous modules, we used the concept of an electric field surrounding an electric
south pole. charge. In a similar way, we can picture a magnetic field surrounding a magnet. The
force one magnet exerts on another can then be described as the interaction between one
magnet and the magnetic field of the other. Just as we drew electric field lines, we can
Magnets do not attract all also draw magnetic field lines. They can be drawn, as for electric field lines, so that
metals
1. the direction of the magnetic field is tangent to a field line at any point, and
2. the number of lines per unit area is proportional to the strength of the magnetic field.
Magnets field lines form
closed loops, unlike electric field
lines
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Figure 1.4 Visualizing magnetic field lines
around a bar magnet, using iron filings and
compass needles. The red end of the bar
magnet is its north pole. The N pole of a
nearby compass needle points away from
the north pole of the magnet. (b) Diagram
of magnetic field lines for a bar magnet.
The direction of the magnetic field at a given location can be defined as the direction that the north pole of a compass
needle would point if placed at that location. Figure 1.4a shows how thin iron filings (acting like tiny magnets) reveal the
magnetic field lines by lining up like the compass needles. The magnetic field determined in this way for the field
surrounding a bar magnet is shown in Fig. 1.4b. Notice that because of our definition, the lines always point out from the
north pole and in toward the south pole of a magnet (the north pole of a magnetic compass needle is attracted to the south
pole of the magnet). Magnetic field lines continue inside a magnet, as indicated in Fig. 1.4b. Indeed, given the lack of single
magnetic poles, magnetic field lines always form closed loops, unlike electric field lines that begin on positive charges and
end on negative charges.
The Earth’s magnetic field is shown in Fig. 1.5, and is thought to be produced by
electric currents in the Earth’s molten iron outer core. The pattern of field lines is
almost as though there were an imaginary bar magnet inside the Earth. Since the
north pole (N) of a compass needle points north, the Earth’s magnetic pole which
is in the geographic north is magnetically a south pole, as indicated in Fig. 1.5 by
the S on the schematic bar magnet inside the Earth. Remember that the north
pole of one magnet is attracted to the south pole of another magnet. Nonetheless,
Earth’s pole in the north is still often called the ―north magnetic pole,‖ or
―geomagnetic north,‖ simply because it is in the north. Similarly, the Earth’s
southern magnetic pole, which is near the geographic south pole, is magnetically
a north pole (N). The Earth’s magnetic poles do not coincide with the geographic
poles, which are on the Earth’s axis of rotation. Figure 1.5 The Earth acts like a huge
magnet. But it’s magnetic poles are not
at the geographic poles (on the Earth’s
rotational axis)
The simplest magnetic field is one that is uniform—it doesn’t change in magnitude
or direction from one point to another. A perfectly uniform field over a large area is
not easy to produce. But the field between two flat parallel pole pieces of a
magnet is nearly uniform if the area of the pole faces is large compared to their
separation, as shown in Fig. 1.6. At the edges, the field ―fringes‖ out somewhat:
the magnetic field lines are no longer quite parallel and uniform. The parallel
evenly spaced field lines in the central region of the gap indicate that the field is
uniform at points not too near the edges, much like the electric field between two
parallel plates (from previous module)
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Figure 1.7 (a) Deflection of compass needles near a current-carrying wire, showing the presence and direction of the magnetic field. (b)
Iron filings also align along the direction of the magnetic field lines near a straight current-carrying wire. (c) Diagram of the magnetic field
lines around an electric current in a straight wire. (d) Right-hand rule for remembering the direction of the magnetic field: when the
thumb points in the direction of the conventional current, the fingers wrapped around the wire point in the direction of the magnetic field.
( B is the symbol for magnetic field.)
During the eighteenth century, many scientists sought to find a connection between
electricity and magnetism. A stationary electric charge and a magnet were shown to
have no influence on each other. But in 1820, Hans Christian Oersted (1777–1851)
found that when a compass is placed near a wire, the compass needle deflects if (and
only if) the wire carries an electric current. As we have seen, a compass needle is
deflected by a magnetic field. So Oersted’s experiment showed that an electric current
produces a magnetic field. He had found a connection between electricity and
Figure 1.8 Magnetic field lines due magnetism.
to a circular loop of wire
A compass needle placed near a straight section of current-carrying wire experiences
a force, causing the needle to align tangent to a circle around the wire, Fig. 1.7a.
Thus, the magnetic field lines produced by a current in a straight wire are in the form
of circles with the wire at their center, Figs.1.7b and c. The direction of these lines is
indicated by the north pole of the compasses in Fig. 1.7. There is a simple way to
remember the direction of the magnetic field lines in this case. It is called a right-
hand rule - 1: grasp the wire with your right hand so that your thumb points in the
direction of the conventional (positive) current; then your fingers will encircle the wire
in the direction of the magnetic field, Fig. 1.7d. The magnetic field lines due to a
circular loop of current-carrying wire can be determined in a similar way by placing a
compass at various locations near the loop. The result is shown in Fig. 1.8. Again the
Figure 1.9 Right-hand rule for
right-hand rule can be used, as shown in Fig. 1.9. Unlike the uniform field shown in
determining the direction of the
magnetic field relative to the Fig. 1.6, the magnetic fields shown in Figs. 1.7and 1.8 are not uniform—the fields are
current in a loop of wire. different in magnitude and direction at different locations.
In the previous section we learned that an electric current exerts a force on a magnet, such as a compass needle. In this
section, we will discuss, how a magnet can exert a force on a current-carrying wire as first observed by Oersted as well.
Suppose a straight wire is placed in the magnetic field between the poles of a horseshoe magnet as shown in Fig. 1.10,
where the vector symbol B represents the magnitude and direction of the magnetic field. When a current flows in the wire,
experiment shows that a force is exerted on the wire. But this force is not toward one or the other pole of the magnet.
Instead, the force is directed at right angles to the magnetic field direction, downward in Fig. 1.10a. If the current is reversed
in direction, the force is in the opposite direction, upward as shown in Fig. 1.10b. Experiments show that the direction of the
force is always perpendicular to the direction of the current and also perpendicular to the direction of the magnetic field, B
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Figure 1.10 (a) Force on a current-carrying wire placed in a magnetic field, B (b) same, but current reversed; (c) right-hand rule for setup
in (b), with current I shown as if a vector with direction.
The direction of the force is given by another right-hand rule - 2, as illustrated in Fig. 1.10c. Orient your right hand until your
outstretched fingers can point in the direction of the conventional current I, and when you bend your fingers they point in the
direction of the magnetic field lines, B. Then your outstretched thumb will point in the direction of the force F on the wire.
This right hand rule describes the direction of the force. The force on wire carrying a current I with length l in a uniform
magnetic field B is given by
F = IlB sin
Where the current is perpendicular to the field lines ( = 90° and sin 90° = 1), the force is strongest. When the wire is
parallel to the magnetic field lines ( = 0°), there is no force at all.
If the current’s direction is perpendicular to the field B ( = 90°), then the force is Fmax = IlB
The magnitude of B can be defined as B = Fmax /Il, where Fmax is the magnitude of the force on a straight length l of wire
carrying a current I when the wire is perpendicular to B
The SI unit for magnetic field B is the tesla (T). It also has other units like Wb/m 2,―weber per meter squared‖: 1 Wb/m2 = 1 T;
and the gauss (G): 1 G = 10-4 T
A wire carrying a steady (dc) 30-A current has a length l = 12 cm between the pole
faces of a magnet. The wire is at an angle = 60° to the field (Fig.1.11).The magnetic
field is approximately uniform at 0.90 T. We ignore the field beyond the pole pieces.
Determine the magnitude and direction of the force on the wire.
Given Solution:
I = 30 A
l = 12 cm Figure 1.11 Example 1.1
= 60° F = IlB sin = (30 A) (0.12 m)(0.90 T) (sin 60°) = 2.8 N
B = 0.90 T
Using right hand rule – 2, Hold your right hand flat, pointing your fingers in the direction of the current. Then
RTF: F bend your fingers (maybe needing to rotate your hand) so they point along Fig. 1.11.Your thumb then points
into the page, which is thus the direction of the force F.
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Force on an Electric Charge moving in a Magnetic Field
This equation gives the magnitude of the force exerted by a magnetic field on a
particle of charge q moving with velocity v at a point where the magnetic field has
magnitude B. The angle between v and B is . The force is greatest when the
particle moves perpendicular to B ( = 90°):
Fmax = qvB
The force is zero if the particle moves parallel to the field lines ( = 0°). The direction
Figure 1.13 Force on charged of the force is perpendicular to the magnetic field B and to the velocity v of the
particles due to a magnetic field is particle. For a positive charge, the force direction is given by another right-hand
perpendicular to the magnetic field rule - 3: you orient your right hand so that your outstretched fingers point along the
direction. If v is horizontal, then F is direction of the particle’s velocity (v) and when you bend your fingers they must point
vertical. The right-hand rule is along the direction of B. Then your thumb will point in the direction of the force. This
shown for the force on a positive
is true only for positively charged particles, and will be ―up‖ for the positive particle
charge, +q.
shown in Fig.1.13. For negatively charged particles, the force is in exactly the
opposite direction, ―down‖ in Fig.1.13.
A magnetic field exerts a force of 8.0 x 10-14 N toward the west on a proton moving
vertically upward at a speed of 5.0 x 106 m/s (Fig.1.14a).When moving horizontally in
a northerly direction, the force on the proton is zero (Fig.1.14b).Determine the
magnitude and direction of the magnetic field in this region.
(The charge on a proton is q = +e = 1.6 x 10-19 C)
Given Solution
F = 8.0 x 10-14 N
= 90° Fmax = qvB
Figure 1.14 Example 1.2 v = 5.0 x 106 m/s
q = +e = 1.6 x 10-19 C F 8.0 x 10-14 N
B= = = 0.10 T
qv (1.6 x 10-19 C)(5.0 x 106 m/s)
RTF: B
Using the right hand rule – 3: your thumb and the
outstretched fingers of your right hand point upward
only when your bent fingers point north (into the page)
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
Read and answer the following.
1. A straight power line caries 30 A and is perpendicular to the Earth’s magnetic field of 0.50 x 10-4 T.
What magnitude force is exerted on 100 m of this power line?
2. Determine the magnitude and direction of the force on an electron traveling 7.75 x 105 m/s
horizontally to the east in a vertically upward magnetic field of strength 0.45T.
3. Determine the direction of magnetic field for each case in Fig.1.15, where F represents the
maximum magnetic force on a positively charged particle moving with velocity v.
Aurora Borealis or
Northern Lights
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Electromagnetic Induction
INSTANT TASK
1) 3 11 3 22 5 4 9 26 19 15 25 3 5 8 22 8 25 17 7 22 5 8 9 25
2) 3 11 3 22 5 4 9 26 9 5 8 23 3 16 9 4 22 3
3) 16 19 4 19 17 19 6 ' 18 11 19 2
4) 11 3 25 20 ' 18 11 19 2
5) 17 8 4 3 22 5 22 7 4 4 3 25 5
6) 19 11 5 3 4 25 19 5 8 25 15 22 7 4 4 3 25 5
7) 8 25 17 7 22 5 19 25 22 3
8
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
In the previous module, we discussed two ways in which electricity and magnetism are related: (1) an
electric current produces a magnetic field; and (2) a magnetic field exerts a force on an electric current or on a
moving electric charge. These discoveries were made in 1820–1821. Scientists then began to wonder: if electric
currents produce a magnetic field, is it possible that a magnetic field can produce an electric current? Ten years later the
American Joseph Henry (1797–1878) and the Englishman Michael Faraday (1791–1867) independently found that it was
possible. Henry actually made the discovery first. But Faraday published his results earlier and investigated the subject in more
detail. We now discuss this phenomenon and some of its world-changing applications including the electric generator.
Electromagnetic Induction Experiments
In Fig. 2.2a, a coil of wire is connected to a galvanometer. When the nearby magnet is
stationary, the meter shows no current. This isn’t surprising; there is no source of emf in
the circuit. But when we move the magnet either toward or away from the coil, the meter
shows current in the circuit, but only while the magnet is moving (Fig. 2.2b). If we keep Figure 2.1 A coil is a length of rope,
the magnet stationary and move the coil, we again detect a current during the motion. hair, or wire, arranged into a series
We call this an induced current, and the corresponding emf required to cause this of circles, one above or outside the
current is called an induced emf. In Fig. 2.2c we replace the magnet with a second coil other.
connected to a battery. When the second coil is stationary, there is no current in the first
coil. However, when we move the second coil toward or away from the first or move the
first toward or away from the second, there is current in the first coil, but again only while Electrical Measuring
one coil is moving relative to the other. Finally, using the two-coil setup in Fig. 2.2d, we Instruments include
keep both coils stationary and vary the current in the second coil, either by opening and
closing the switch or by changing the resistance of the second coil with the switch closed Ammeters – measures the current;
Galvanometer – measure small
(perhaps by changing the second coil’s temperature). We find that as we open or close
amounts of current
the switch, there is a momentary current pulse in the first circuit. When we vary the Voltmeter – measures potential
resistance (and thus the current) in the second coil, there is an induced current in the first difference or voltage;
circuit, but only while the current in the second circuit is changing. Ohmmeter – measures resistance.
To summarize:
1. When there is no current in the electromagnet, so that B = 0, the galvanometer
shows no current. Changing magnetic field, not
2. When the electromagnet is turned on, there is a momentary current through the magnetic field itself, induces current
meter as B increases.
3. When B levels off at a steady value, the current drops to zero, no matter how
large B is.
4. The faster we carry out any of these changes, the greater the current.
5. If all these experiments are repeated with a coil that has the same shape but Relative motion ―magnet
or coil moving induces current
different material and different resistance, the current in each case is inversely
proportional to the
total circuit resistance.
This shows that the
induced emfs that are
causing the current do
not depend on the
material of the coil but
only on its shape and
the magnetic field.
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
The common element in all these experiments is changing magnetic flux through the coil connected to the
galvanometer. In each case the flux changes either because the magnetic field changes with time or because the coil
is moving through nonuniform magnetic field.
Magnetic flux, is a measurement of the total magnetic field which passes through a given area. To calculate the
magnetic flux through a surface we use the equation,
Magnetic flux is a scalar quantity. The SI unit of magnetic flux is equal to the unit of magnetic field (T) times the unit area
(m2). The unit is called weber (1 Wb), in honor of the German physicist Wilhelm Weber (1804-1891).
In Gauss’s law the total electric flux through a closed surface is proportional to the total electric charge enclosed by the
surface. For example, if the closed surface encloses an electric dipole, the total electric flux is zero because the total charge
is zero. By analogy, if there were such a thing as a single magnetic charge (magnetic monopole), the total magnetic flux
through a closed surface would be proportional to the total magnetic charge enclosed. But we have mentioned that no
magnetic monopole has ever been observed, despite intensive searches. We conclude that the total magnetic flux
through a closed surface is always zero.
Faraday’s Law
We can summarize all of the kinds of experiments described in the first section in a law called Faraday’s Law which states
that:
If the circuit contains N loops that are closely wrapped so the same flux passes through each, the emfs induced in each loop
add together, so the total emf is
A square loop of wire of side l = 5.0 cm is in a uniform magnetic field B = 0.16 T. What is the magnetic flux in the loop
(a) when B is perpendicular to the face of the loop and (b) when B is at an angle of 30° to the area of the loop?
(c) What is the magnitude of the average current in the loop if it has a resistance of 0.012 and it is rotated from
position (b) to position (a) in 0.14s?
Given Solution
l = 5 cm a) l2
B = 0.16 T 0°)
= 30°
R = 0.012
t = 0.14 s Before and after the loop rotates, when it is at
b) l2 rest, the emf is zero. The current in the wire
RTF: 0°) loop (Ohm’s Law) while it was rotating is
a)
b) c)
c) I In order to get the current in the wire loop, let’s
I=
calculate first the induced emf using Faraday’s
law during the 0.14 s time interval:
10
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
The minus signs in Faraday’s Law equations are there to remind us in which direction the induced
emf acts. Experiments show that
a current produced by an induced emf moves in a direction so that the magnetic field created by that
current opposes the original change in flux.
Be aware that we are now discussing two distinct magnetic fields: (1) the changing magnetic field or flux that induces
the current, and (2) the magnetic field produced by the induced current (all currents produce a magnetic field). The second
(induced) field opposes the change in the first. Lenz’s law can be said another way, valid even if no current can flow (as
when a circuit is not complete):
An induced emf is always in a direction that opposes the original change in flux that caused it.
In other words, the minus sign is a simple consequence of Lenz’s law, safe to ignore in calculations but included in the equation to show
that the induced emf opposes the change of flux.
We have seen that a changing magnetic flux induces an emf. In a closed loop of wire there will also be an induced current,
which implies there is an electric field in the wire causing the electrons to start moving. Indeed, this and other results
suggest the important conclusion that a changing magnetic flux produces an electric field. This result applies not only
to wires and other conductors, but is a general result that applies to any region in space. Indeed, an electric field will be
produced (= induced) at any point in space where there is a changing magnetic field.
We can get a simple formula for E from B for the case of electrons moving in a conductor. Electric field is defined as
the force per unit charge, E = F/q, and for the force on a charge moving in a magnetic field, F = qvB. Therefore
11
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Alternating Current vs Direct Current
When a battery is connected to a circuit, the current moves steadily in one direction.
This is called a direct current, or dc. Electric generators at electric power plants,
however, produce alternating current, or ac. (Sometimes capital letters are used, DC
and AC.) An alternating current reverses direction many times per second and is
commonly sinusoidal, Fig. 2.6.The electrons in a wire first move in one direction and
then in the other. The current supplied to homes and businesses by electric
companies is ac throughout virtually the entire world.
Transformers
Figure 2.6 (a) Direct current and
(b) alternating current as functions A transformer is a device for increasing or decreasing an ac voltage. Transformers are
of time found everywhere: on utility poles (Fig. 2.7) to reduce the high voltage from the
electric company to a usable voltage in houses (120 V or 240 V), in chargers for cell
phones, laptops, and other electrical devices, in a car to give the needed high voltage
to the spark plugs, and in many other applications. A transformer consists of two coils
of wire known as the primary and secondary coils. Here’s how a transformer works.
The ac source causes an alternating current in the primary, which sets up an
alternating flux in the core; this induces an emf in each loop, in accordance with
Faraday’s law. The induced emf in the secondary gives rise to an alternating current
in the secondary, and this delivers energy to the device to which the secondary is
connected. Why use ac instead of dc in a transformer? Because direct current are
steady current and can’t generate a changing magnetic flux which can produce an
induced emf on the other coil. This mechanism of transformers is an application of
Figure 2.7 A step-down transformer inductance.
in a utility pole
Inductance
Mutual Inductance
If two coils of wire are near one another, like in a transformer, a changing current in
one will induce an emf in the other.
Self – Inductance
Self-Inductance or Inductance (L) can occur also in a single coil. When a changing
current passes through a coil, a changing magnetic flux is produced inside the coil,
and this in turn induces an emf.
If we take a length of wire and coil it up like a spool of thread: that, in essence, is an
inductor. Note that an inductor is still a conducting path--it has no resistance (if we
assume that it is made with a perfect conductor), and current can flow through it,
unlike in a capacitor. Because the inductor has multiple loops, it produces a larger
magnetic field for a given current than does a single loop. An inductor is like a
capacitor in that it stores energy--in this case, the inductor stores the energy in the
form of the magnetic field (rather than by accumulating charge in the case of the
capacitor, which effectively stores energy in the form of the electric force or field).
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
1. The magnetic field between the poles of the electromagnet is uniform at any time, but its
magnitude is increasing at the rate of 0.020 T/s. The area of the conducting loop in the field is 120
cm2 and the total circuit resistance is 5.0. Find the induced emf and the induced current in the
circuit.
2. An 18.5-cm-diameter loop of wire is initially oriented perpendicular to a 1.5-T magnetic field. The
loop is rotated so that its plane is parallel to the field direction in 0.20 s. What is the average
induced emf in the loop?
https://www.123rf.com/photo_133432583_stock-vector-metal-spring-
While magnetic stripe cards were cutting-edge technology for many set-spiral-coil-flexible-icon-wire-elastic-or-steel-spring-bounce-
years, criminals learned how to steal the information stored on the pressure-object-desig.html
magnetic stripe and use it to create counterfeit cards. So they https://dictionary.cambridge.org/us/dictionary/english/coil
introduced EMV cards or the "chip" card EMV stands for "Europay,
Mastercard, and Visa," https://en.wikipedia.org/wiki/Transformer
cardholder's account is contained in Giancoli, D.C (2014). Physics, Principles with Applications. 7th
an unchanging format on that Edition. USA. Smith.
magnetic stripe and can be easily Freedman, R.A. (2012). University Physics With Modern Physics. 13th
copied. Edition. SF California: Smith
13
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
WORKSHEET 1
1. Two iron bars attract each other no matter which ends are placed close together. Are both magnets?
Explain.
2. Indicate which of the following will produce a magnetic field:
(a) A magnet
(b) The Earth
(c) An electric charge at rest
(d) A moving electric charge
(e) An electric current
(f) The voltage of a battery not connected to anything
(g) An ordinary piece of iron
(h) A piece of any metal
3. A straight wire carries a current directly toward you. In what direction are the magnetic field lines
surrounding the wire?
4. A North needle of a compass points toward the geographical North pole of the earth. Explain why this
doesn’t violate the “like poles repel” rule.
5. What is the direction of the force in current carrying wire as shown in the figure.
6. What is the difference between magnetic flux and magnetic field?
7. Suppose you are holding a circular ring of wire in front of you and (a) suddenly
thrust a magnet, south pole first, away from you toward the center of the circle.
Is a current induced in the wire? (b) Is a current induced when the magnet is
held steady within the ring?(c) Is a current induced when you withdraw the
magnet? Explain your answers. Problem 5
8. A 16-cm-diameter circular loop of wire is placed in a 0.50-T magnetic field. (a) When the plane of the loop
is perpendicular to the field lines, what is the magnetic flux through the loop? (b) The plane of the loop is
rotated until it makes a 42° angle with the field lines. What is the angle for this situation? (c) What is the
magnetic flux through the loop at this angle?
9. (a) What is the force per meter of length on a straight wire carrying a 6.40-A current when perpendicular to
a 0.90-T uniform magnetic field? (b) What if the angle between the wire and field is 35.0°?
REFERENCES:
Freedman, R.A. (2012). University Physics With Modern Physics. 13th Edition. SF California: Smith
Giancoli, D.C (2014). Physics, Principles with Applications. 7th Edition. USA. Smith
14
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Light as an Electromagnetic Wave
INSTANT TASK
Eye-experiment
Light is important in our everyday life. It enables us to see things and do things. Try
these eye-experiments and see how your brain reacts with light.
1. Hold this module at eye level about an arm’s length away. Make
sure that the cross is on the right.
2. Close your right eye and look directly at the cross with your left
eye. Notice that you can also see the dot.
3. Focus on the cross, but be aware of the dot as you slowly bring
the module toward your face. What happens to the dot as you
move the module towards your face?
4. This time, close your left eye and look directly at the dot with
your right eye. Bring the module slowly toward your face. What
happens to the cross as you move the module towards your
face?
II. Which eye do you use more?
15
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
Light had been shown to behave like a wave. But nobody knew what kind of wave it was. What is it that is
oscillating in a light wave? James Clerk Maxwell argued that light must be an electromagnetic wave. This idea
soon came to be generally accepted by scientists, but not fully until after EM (Electromagnetic) waves were
experimentally detected. EM waves were first generated and detected experimentally by Heinrich Hertz (1857–1894) in 1887,
eight years after Maxwell’s death. These waves were later shown to travel at the speed of light, 3.00 x108 m/s, and to exhibit all
the characteristics of light such as reflection, refraction, and interference. The only difference was that they were not visible.
The wavelengths of visible light were measured in the first decade of the nineteenth
The wavelength of a wave is century, long before anyone imagined that light was an electromagnetic wave. The
simply the length of one complete wave wavelengths were found to lie between 4.0 x 10–7 m and 7.5 x 10–7 m, or 400 nm to
cycle. It is measured in meters (m). 750 nm. (1 nm = 10-9 m). The frequencies of visible light can be found using the
equation
The Wave frequency or frequency is
the number of waves that pass a fixed
point in a given amount of time. It is
measured in hertz (Hz).
Where f and (lambda- read as “lamduh”) are the frequency and wavelength,
respectively, of the wave. Here, c is the speed of light, 3.00 x 108 m/s.
The sense of sight is extremely important to us, for it provides us with a large part of our information about the world. We see
an object in one of two ways: (1) the object may be a source of light, such as a lightbulb, a flame, or a star, in which case we
see the light emitted directly from the source; or, more commonly, (2) we see an object by light reflected from it.
When light strikes the surface of an object, some of the light is reflected. The rest can be absorbed by the object (and
transformed to thermal energy) or, if the object is transparent like glass or water, part can be transmitted through. For a very
smooth shiny object such as a silvered mirror, over 95% of the light may be reflected.
Index of Refraction
The speed of light in a vacuum is c = 2.99792458 x 108 m/s which is usually rounded
off to 3.00 x108 m/s.
In air, the speed is only slightly less. In other transparent materials, such as glass
and water, the speed is always less than that in vacuum. For example, in water light
travels at about ¾c. The ratio of the speed of light in vacuum to the speed v in a
given material is called the index of refraction, n, of that material:
The index of refraction is never less than 1, and values for various materials are
Table 3.1 Indices of Refraction given in Table 3.1
When a wave passes from one material into a second material with larger index of refraction, so that n2 > n1 the wave speed
decreases. The wavelength in the second material is then shorter than the wavelength in the first material. If instead the
second material has a smaller index of refraction than the first material, so that n2 < n1, then the wave speed increases. Then
the wavelength in the second material is longer than the wavelength in the first material.
16
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Refraction: Snell’s Law
When light passes from one transparent medium into another with a different index of refraction, some or all of the
incident light is reflected at the boundary. The rest passes into the new medium. If a ray of light is incident at an angle to
the surface (other than perpendicular), the ray changes direction as it enters the new medium. This change in direction, or
bending, of the light ray is called refraction.
Figure 3.1a shows a ray passing from air into water. Angle 1 is the angle the incident ray makes with the normal
(perpendicular) to the surface and is called the angle of incidence. Angle 2 is the angle of refraction, the angle the
refracted ray makes with the normal to the surface. Notice that the ray bends toward the normal when entering the water.
This is always the case when the ray enters a medium where the speed of light is less (and the index of refraction is
greater). If light travels from one medium into a second where its speed is greater, the ray bends away from the normal;
this is shown in Fig.3.1b for a
ray traveling from water to air.
Snell’s Law
The angle of refraction depends on the speed of light in the two media and on
the incident angle. An analytic relation between 1 and 2 in Fig. 3.1 was
arrived at experimentally about 1621 by Willebrord Snell (1591–1626). Known
as Snell’s law, it is written:
n1 sin1 = n2 sin2
Figure 3.2 (a) photograph (b) ray
1 is the angle of incidence and 2 is the angle of refraction; n1 and n2 are the diagram showing why a person’s leg
respective indices of refractions in the materials. See Fig. 3.1. The incident look shorter standing in water
and refracted rays lie in the same plane, which also includes the perpendicular
to the surface. Snell’s law is the law of refraction.
Snell’s law shows that if n2 > n1, then 2 <1. Thus, if light enters a medium
where n is greater (and its speed is less), the ray is bent toward the normal.
And if n2 < n1, then 2 > 1, so the ray bends away from the normal. See Fig.
3.1
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Example 3.1 Refraction through flat glass
Light traveling in air strikes a flat piece of uniformly thick glass at an incident
angle of 60.0°, as shown in Fig. 3.4. If the index of refraction of the glass is
1.50, (a) what is the angle of refraction A in the glass; (b) what is the angle B
at which the ray emerges from the glass?
Given Solution
n1 = 1.00 (air) We apply Snell’s law twice: at the first surface, where the
n2 = 1.50 (water) light enters the glass, and again at the second surface
where it leaves the glass and enters the air.
RTF: (a) 1 = 60°, 2 = A
a) A n1 sin1 = n2 sin2 = (1.00)sin 60°) = (1.50) sin A
b) B 1.00
sin A = sin 60° = 0.5774 and A = 35.3°
1.50
(b) Since the faces of the glass are parallel, the incident angle at the second
Figure 3.4 Example 3.1 surface is also A (geometry), so sin A = 0.5774. At this second interface,
n1 = 1.50 and n2 = 1.00. and thus the ray re-enters the air at an angle given
by
1.50
sin B = sin A = 0.866 and B = 60°
1.00
The direction of a light ray is thus unchanged by passing through a flat piece of glass of
uniform thickness.
Total Internal Reflection
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
1. The wavelength of the red light from a helium-neon laser is 633 nm in air but 474 nm in the
aqueous humor inside your eyeball. Calculate the index of refraction of the aqueous humor and
the speed and frequency of the light in it. (assume 0 = air)
2. A diver shines a flashlight upward from beneath the water at a 35.2° angle to the vertical. At what
angle does the light leave the water? Draw a diagram for your answer.
3. Rays of the Sun are seen to make a 36.0° angle to the vertical beneath the water. At what angle
above the horizon is the Sun? Draw a diagram for your answer.
https://www.pinoyadventurista.com/2015/11/pldt-home-fibr-powerful-
broadband.html
Freedman, R.A. (2012). University Physics With Modern Physics. 13th Edition.
SF California: Smith
Giancoli, D.C (2014). Physics, Principles with Applications. 7th Edition. USA.
Smith.
Hewitt, P.G. (2006). Conceptual Physics. 10th Edition. USA. Pearson Education
Inc
19
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Geometric Optics: Plane Mirror
INSTANT TASK
Mirror Messages
Mirrors are very useful in our everyday life. Use a plane/flat mirror in order to read the
messages in each number. Just place the mirror beside the numbers perpendicular to
the page. Rewrite the messages in your notebook.
Mirror
Module
20
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
Your reflection in the mirror, the view of the moon through a telescope, the patterns seen in a kaleidoscope—all
of these are examples of images. In each case the object that you’re looking at appears to be in a different place
than its actual position: Your reflection is on the other side of the mirror, the moon appears to be much closer
when seen through a telescope, and objects seen in a kaleidoscope seem to be in many places at the same time. In each
case, light rays that come from a point on an object are deflected by reflection or refraction (or a combination of the two), so
they converge toward or appear to diverge from a point called an image point. Our goal in this module is to see how this is
done and to explore the different kinds of images that can be made with simple optical devices
The object in Fig. 4.1 is a point object that has no physical extent. Real objects with
length, width, and height are called extended objects.
Figure 4.1 Light rays radiate from a
point object P in all directions
Suppose some of the rays from the object strike a smooth, plane reflecting surface (Fig.
4.2). According to the law of reflection, all rays striking the surface are reflected at
an angle from the normal equal to the angle of incidence. Since the surface is plane,
the normal is in the same direction at all points on the surface, and we have specular
reflection (a reflection from a very smooth surface). After the rays are reflected, their
directions are the same as though they had come from point P’. We call point P an
object point and point P’ the corresponding image point, and we say that the reflecting
surface forms an image of point P. If the surface in Fig. 4.2 is not smooth, the reflection
will be a diffuse reflection (reflection from a rough surface). In this case there would not
be a definite image point.
An image is also formed by a plane refracting surface, as shown in Fig. 4.3. Rays coming Figure 4.2 Light rays from the
from point P are refracted at the interface between two optical materials. When the object at point P are reflected from
angles of incidence are small, the final directions of the rays after refraction are the same a plane mirror. The reflected rays
as though they had come from point P’, and again we call P’ as shown, an image point. entering the eye look as though
they had come from image point
In both Figs. 4.2 and 4.3 the rays do not actually pass through the image point Indeed, if P’.
the mirror in Fig. 4.2 is opaque, there is no light at all on its right side. If the outgoing rays
don’t actually pass through the image point, we call the image a virtual image. Later we
will see cases in which the outgoing rays really do pass through an image point, and we
will call the resulting image a real image. The images that are formed on a projection
screen, on the photographic film in a camera, and on the retina of your eye are real
images.
To find the precise location of the virtual image that a plane mirror forms
of an object at P, we use the construction shown in Fig. 4.5. The figure
shows two rays diverging from an object point P at a distance s to the left
of a plane mirror. We call s the object distance. The ray PV is incident
normally on the mirror (that is, it is perpendicular to the mirror surface),
and it returns along its original path.
The ray PB makes an angle with PV. It strikes the mirror at an angle of
incidence and is reflected at an equal angle with the normal. When we
extend the two reflected rays backward, they intersect at point P’, at a
distance s’ behind the mirror. We call s’ the image distance. The line
Figure 4.5 Construction for determining the between P and P’ is perpendicular to the mirror. The two triangles PVB
location of the image formed by a plane and P’VB are congruent, so P and P’ are at equal distances from the
mirror.
mirror and s and s’ have equal magnitudes. The image point P’ is located
exactly opposite the object point P as far behind the mirror as the object
point is from the front of the mirror.
Sign Rules
Let’s introduce some general sign rules. These rules will be applicable to all situations we will encounter later.
1. Sign rule for the object distance: When the object is on the same side of the reflecting or refracting surface as
the incoming light, the object distance s is positive; otherwise, it is negative.
2. Sign rule for the image distance: When the image is on the same side of the reflecting or refracting surface as
the outgoing light, the image distance s’ is positive; otherwise, it is negative.
Thus for a plane mirror the lateral magnification m is unity. When you look at yourself in a plane mirror, your image is the
same size as the real you.
In Fig. 4.6 the image arrow points in the same direction as the object arrow; we say that the image is erect. In this
case, y and y’ have the same sign, and the lateral magnification m is positive. The image formed by a plane
mirror is always erect, so y and y’ have both the same magnitude and the same sign; the lateral magnification of
a plane mirror is always m =+1. Later we will encounter situations in which the image is inverted; that is, the image
arrow points in the direction opposite to that of the object arrow. For an inverted image, y and y’ have opposite
signs, and the lateral magnification m is negative.
22
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
1. A candle 4.85 cm tall is 39.2 cm to the left of a plane mirror. Where is the image formed by the
mirror, and what is the height of this image? Explain your answer.
2. A pencil that is 9.0 cm long is held perpendicular to the surface of a plane mirror with the tip of the
pencil lead 12.0 cm from the mirror surface and the end of the eraser 21.0 cm from the mirror
surface. (a) What is the length of the image of the pencil that is formed by the mirror? (b) Which
end of the image is closer to the mirror surface: the tip of the lead or the end of the eraser? Explain
your answer.
REFERENCES
QUICK CONNECT https://www.graphicsfactory.com/Clip-Art/Planner-Stickers/reminder-
digital-planner-sticker-409385.html
The word AMBULANCE is written inverted because if it is
seen through a mirror in the vehicles ahead the drivers see it https://www.ecomparemo.com/info/ambulance-what-to-do
as AMBULANCE without inversion and hence give way https://www.physicscentral.com/experiment/physicsathome/reversing-
ambulance without any delay. The Physics concept behind arrows.cfm
this is that plane mirrors tend to produce images that are https://brainly.in/question/1177913#:~:text=Answer%20Expert%20Veri
laterally inverted, where the right side of the object appears fied&text=The%20word%20AMBULANCE%20is%20written,way%20a
mbulance%20without%20any%20delay.
on the left side behind the mirror.
https://www.clickview.co.uk/curriculum-libraries/video-
details/?id=31096366&cat=34620606&library=secondary&title=Lateral
+Inversion+in+a+Plane+Mirror#:~:text=A%20plane%20mirror%20see
ms%20to,left%20side%20behind%20the%20mirror.
Hewitt, P.G. (2006). Conceptual Physics. 10th Edition. USA. Pearson Education
Inc
23
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Geometric Optics: Spherical Mirror
INSTANT TASK
Physics in a Spoon
Spoon is usually used for eating, but let’s see how Physics work in a spoon.
24
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
Reflecting surfaces can also be curved, usually spherical, which means they form a section of a sphere. A
spherical mirror is called convex if the reflection takes place on the outer surface of the spherical shape so that
the center of the mirror surface bulges out toward the viewer, Fig. 5.1a. A mirror is called concave if the reflecting
surface is on the inner surface of the sphere so that the mirror surface curves away from the viewer (like a “cave”), Fig. 5.1b.
Concave mirrors are used as shaving or cosmetic mirrors (magnifying mirrors), Fig. 5.2a, because they magnify. Convex
mirrors are sometimes used on cars and trucks (rearview mirrors) and in shops (to watch for theft), because they take in a
wide field of view, Fig. 5.2b
Figure 5.2
(a) A concave cosmetic mirror gives a magnified image. (b) A convex mirror in a store reduces
image size and so includes a wide field of view.
1 1 1
+ = Figure 5.5 Construction for determining the
𝑠 𝑠′ 𝑓 position, orientation, and height of an image formed
by a concave spherical mirror.
For the lateral magnification m
If m is positive, the image is erect in comparison to the object; if m is negative, the
image is inverted relative to the object. Erect/inverted is the orientation of the image.
𝑦′ 𝑠′
m= =− Lateral magnification can also give the size of the image. If the absolute value of m is
𝑦 𝑠
less than 1, the image is smaller than the object; if its greater than 1, the image is
larger than the object; and if its equal to 1, then the image has the same size as the
object
A concave mirror forms an image, on a wall 3.00 m in front of the mirror, of a headlamp filament 10.0 cm in front of the
mirror. (a) What are the radius of curvature and focal length of the mirror? (b) What is the lateral magnification? (c) What is
the image height if the object height is 5.00 mm?
Given Solution (b) for the lateral magnification;
s' = 3.00 m = 300 cm (a) Remember that f = R/2; m= =−
𝑦′ 𝑠′
s = 10.0 cm 1 1 2
+ =
𝑦 𝑠
𝑠′ 300 𝑐𝑚
y = 5.00 mm 𝑠 𝑠′ 𝑅 m =− =― = ― 30
1 1 −1 𝑠 10 𝑐𝑚
R=2 +
𝑠 𝑠′
RTF 1 1 −1 The height of the image is 30 times the height
(a) R and f R=2 + = 19.4 cm of the object or ―30 x 5.00 mm = ―150 m
10 𝑐𝑚 300 𝑐𝑚
(b) m
(c) y’ f = R/2 = 9.7 cm The negative means that the image is inverted.
A 1.50-cm-high object is placed 20.0 cm from a concave mirror with radius of curvature 30.0 cm. Determine (a) the position
of the image, and (b) its size.
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
Image Formation by a Convex Mirror
The analysis used for concave mirrors can be applied to convex mirrors. Even the mirror equation holds for a convex mirror,
although the quantities involved must be carefully defined. When applying the mirror equation and the lateral magnification,
it is crucially important to follow the sign convention. When the object, image, or focal point is on the reflecting side of the
mirror the corresponding distance is positive. If any of these points is behind the mirror the corresponding distance is
negative. The image height is positive if the image is upright/erect, and negative if inverted, relative to the object (y is
always taken as positive).
Note that the center of curvature and the focal point are located on the side of
the mirror opposite the object - behind the mirror. Behind the Mirror
Given RTF
R = ―16.0 m (a) s’
s = 10.0 m (b) m
Solution
(a) Remember that f = R/2;
1 1 2
+ =
𝑠 𝑠′ 𝑅
1 2 1
= ―
𝑠′ 𝑅 𝑠
1 2 1 9
= − =―
𝑠′ ―16.0 𝑚 10.0 𝑚 40 𝑚
s' = ―4.44 m
Figure 5.7 Example 5.3
Because s’ is negative, the image is
4.44 m behind the mirror, or the same side as the object
As you can see from the example, the distance of the image from the mirror is smaller than the distance of the object from
the mirror. This contradicts the warning as shown in the Start Up. The real reason the object seems farther away is that its
image in the convex mirror is smaller than it would be in a plane mirror, and we judge distance of ordinary objects such as
other cars mostly by their size.
27
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
REFERENCES
QUICK CONNECT https://www.graphicsfactory.com/Clip-Art/Planner-Stickers/reminder-
digital-planner-sticker-409385.html
Convex and Concave Mirrors are very useful in our everyday
lives. One of the most common applications of convex mirror https://www.liveabout.com/replace-broken-outside-rear-view-mirror-
281356
is the one that we see in convenience stores and in
intersections. Since Convex Mirror always produces images https://www.physicsclassroom.com/class/refln/Lesson-3/The-
Anatomy-of-a-Curved-Mirror
that are smaller than the object, they broaden the reflected
field of vision, allowing the observers to see a large section https://www.convexmirror.com.au/indoor-outdoor-general-purpose-
convex-mirrors
of the store/road.
https://eclats-antivols.fr/en/mirror/16604-convex-mirror-panoramic-
frame-pvc-cap-45cm-field-of-view-of-180-0707708210037.html
Hewitt, P.G. (2006). Conceptual Physics. 10th Edition. USA. Pearson Education
Inc
28
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
Geometric Optics: Spherical Lenses
INSTANT TASK
Physics in a Glass
What to Do!
29
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
The most familiar and widely used optical device (after the plane mirror) is the lens. A lens is an optical system
with two refracting surfaces. The simplest lens has two spherical surfaces close enough together that we can
neglect the distance between them (the thickness of the lens); we call this a thin lens. If you wear eyeglasses or
contact lenses while reading, you are viewing these words through a pair of thin lenses. In this module we will study how
images are formed in lenses using different equations
Properties of a Lens
A lens of the shape shown in Fig. 6.1 has the property that when a beam of
rays parallel to the axis passes through the lens, the rays converge to a point
F2 (Fig. 6.1a) and form a real image at that point. Such a lens is called a
converging lens. Similarly, rays passing through point F1 emerge from the
lens as a beam of parallel rays (Fig. 6.1b). The points F1 and F2 are called
the first and second focal points, and the distance f (measured from the
center of the lens) is called the focal length. As for a concave mirror, the
focal length of a converging lens is defined to be a positive quantity, and such
a lens is also called a positive lens.
The central horizontal line in Fig. 6.1 is called the optic/principal axis, as
with spherical mirrors. The centers of curvature of the two spherical surfaces
lie on and define the optic axis. The two focal lengths in Fig. 6.1, both labeled
f, are always equal for a thin lens, even when the two sides have different
curvatures.
Like a spherical mirror, a spherical lens can form an image of an object. We will use the following equation in order to identify
the characteristics of an image formed by a converging lens.
1 1 1 𝑠′ 𝑦′
+ = m= − = *they’re exactly the same as the mirror equation
𝑠 𝑠′ 𝑓 𝑠 𝑦
Sign Rules
1. The focal length is positive for converging lenses and negative for diverging lenses.
2. The object distance is positive if the object is on the side of the lens from which the light is coming otherwise, it is
negative.
30
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
3. The image distance is positive if the image is on the opposite
side of the lens from where the light is coming; if it is on the
same side, s’ is negative. Equivalently, the image distance is
positive for a real image and negative for a virtual image
4. The height of the image, y’, is positive if the image is upright,
and negative if the image is inverted relative to the object. (y is
always taken as upright and positive.)
Diverging lenses always produce an upright virtual image for any real
object, no matter where that object is. Converging lenses can produce
real (inverted) images, or virtual (upright) images, depending on object
position.
What is (a) the position, and (b) the size, of the image of a 7.6-cm-high leaf
placed 1.00 m from a +50.0 mm-focal-length camera lens?
Figure 6.3 Diverging Lens
Given Solution
y = 7.6 cm 1 1 1
(b) m = −
𝑠′ 𝑦′
(a) + = =
s = 1.00 m 𝑠 𝑠′ 𝑓 𝑠 𝑦
f = +50.0 mm 1 1 1
= − 𝑠′ 5.26 cm
𝑠′ 𝑓 𝑠 m= − = ―
RTF 1 1 1 𝑠 100 cm
(a) s’
= −
𝑠′ 5.00 cm 100 cm
(b) y’ m = ―0.0526
s' = 5.26 cm
y’= my = (―0.0526)(7.6 cm) = ― 0.40 cm
The image distance came out positive, so the image is behind the lens. The image height is y’ = ― 0.40 cm; the minus sign
means the image is inverted.
Where must a small insect be placed if a 25-cm-focal-length diverging lens is to form a virtual image 20 cm from the lens, on
the same side as the object?
Given Solution
s’ = ― 20 cm 1
+
1
= ;
1 1
=
1
−
1
𝑠 𝑠′ 𝑓 𝑠 𝑓 𝑠′
f = ―25 cm
1 1 1
RTF: s 𝑠
= ― 25 cm − ―20 cm
31
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
1. A sharp image is located 391 mm behind a 215-mm focal-length converging lens. Find the
distance of the object.
2. A converging lens forms an image of an 8.00-mm-tall real object. The image is 12.0 cm to the left
of the lens, 3.40 cm tall, and erect. (a) What is the focal length of the lens? (b) Where is the object
located?
32
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
WORKSHEET 2
1. An object is placed along the principal axis of a spherical mirror. The magnification of the object is –2.0.
(a) Is the image real or virtual, inverted or upright? (b) Is the mirror concave or convex? (c) On which side
of the mirror is the image located?
2. Which of the two lenses shown in Fig. 2.1 is converging, and which is diverging?
4. You look at yourself in a shiny 8.8-cm-diameter Christmas tree ball. If your face
is 25.0 cm away from the ball’s front surface, (a) where is your image?
(b) Is it real or virtual? (c) Is it upright or inverted?
Figure 2.1 Problem 2
5. A shaving or makeup mirror is designed to magnify your face by a factor of
1.40 when your face is placed 20.0 cm in front of it. (a) What type of mirror is it?
(b) Describe the type of image that it makes of your face.
(c) Calculate the required radius of curvature for the mirror.
REFERENCES:
Giancoli, D.C (2014). Physics, Principles with Applications. 7th Edition. USA. Smith
33
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 2
The Special Theory of Relativity
INSTANT TASK
Usnacrmlbe Me!
Unscramble the letters in each word in order to get the right word in each number.
1. RELTAB STNEEINI
2. AYTLEVTIRI
3. ETMI ODINTALI
4. GLENHT CNCOONATRIT
5. EDEDPS FO GIHLT
34
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
DIRECT TALK
Physics as it was known at the end of the nineteenth century is referred to as classical physics. The new
physics that grew out of the great revolution at the turn of the twentieth century is now called modern physics.
In this Module, we present the special theory of relativity, which was first proposed by Albert Einstein (1879–1955)
in 1905.
Special Theory of Relativity
Special Theory of Relativity was introduced by Albert Einstein. The special theory of relativity has made wide-ranging changes
in our understanding of nature, but Einstein based it on just two simple postulates.
Let’s take a look at the two postulates that make up the special theory of relativity. Both postulates describe what is seen by an
observer in an inertial frame of reference. The theory is “special” in the sense that it applies to observers in such special
reference frames.
If the laws differed, that difference could distinguish one inertial frame from the others or make one frame somehow more
“correct” than another. Here are two examples. Suppose you watch two children playing catch with a ball while the three of you
are aboard a train moving with constant velocity. Your observations of the motion of the ball, no matter how carefully done,
can’t tell you how fast (or whether) the train is moving. This is because Newton’s laws of motion are the same in every inertial
frame. When we say inertial frame of reference, these are reference frames where Newton’s Law works. That means if no
external force is acting on a body it will stay at rest or remain in uniform motion.
During the 19th century, most physicists believed that light traveled through a hypothetical medium called the ether, just as
sound waves travel through air. If so, the speed of light measured by observers would depend on their motion relative to the
ether and would therefore be different in different directions. This leads to his second postulate:
The speed of light in vacuum is the same in all inertial frames of reference and is independent of the motion of the source.
Einstein’s second postulate immediately implies the following result: It is impossible for an inertial observer to travel at c,
the speed of light in vacuum.
There are several consequences that arose from these postulates but we will deal only with consequences: Time –Dilation and
Length Contraction.
Time Dilation
Time Dilation, as a consequence of the Special Theory of Relativity, is a phenomenon which states that as an object moves
with relativistic speeds a "strange" thing seems to happen to its time as observed by "us" the stationary observer (observer in
an inertial reference frame). What we see happen is that the "clock" in motion slows down according to our clock, therefore we
read two different times. Which time is correct??? well they both are because time is not absolute but is relative, it depends on
the reference frame.
Length Contraction
We have discussed the effects of relativistic speeds on time now let's have a look on its effect on length. To get straight to the
point the length of an object will contract (in the direction parallel to its motion) when traveling at relativistic speeds.
35
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
FLASH CHECK
36
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
SPL 1 – Electromagnetism
START UP – Answer on Direct Talk SPL 7 – Special Theory of Relativity
INSTANT TASK – Answers may vary START UP – Answer is on Quick Connect
FLASH CHECK: INSTANT TASK
1. F = 0.15 N 1. Albert Einstein
2. F = 5.6 x 10-14 N, towards page/into the module 2. Relativity
3. (a) east; (b) down; (c) toward page 3. Time Dilation
4. Length Contraction
SPL 2 – Electromagnetic Induction
5. Speed of Light
START UP – Answer on Quick Connect
INSTANT TASK
1. ELECTROMAGNETIC INDUCTION
2. ELECTROMOTIVE FORCE
3. FARADAY’S LAW
4. LENZ’S LAW
5. DIRECT CURRENT
6. ALTERNATING CURRENT
7. INDUCTANCE
FLASH CHECK
1. (a) = 2.4 x 10 -4 V; I = 0.048 mA
2. = 0.2 V
SPL 3 – Light as an Electromagnetic Wave
START UP – Answer on Quick Connect
INSTANT TASK – answers may vary
FLASH CHECK
1. (a) N = 1.34 ;(b) v= 2.25 x 108 m/s (c) f = 4.74 x 10 14 Hz
2. = 50.05°
3. = 38.6°
SPL 4 –Geometric Optics: Plane Mirror
START UP – Answer on Quick Connect
INSTANT TASK
1. Get up every morning and remind yourself, “I can do this”
2. Don’t let what you cannot do interfere with what you can
do.
3. You’re braver than you believe, stronger than you seem, and
smarter than you think.
4. Mistakes are proof that you are trying.
5. Education is the passport to the future, for tomorrow
belongs to those who prepare for it today.
FLASH CHECK
1. s’ = -39.2cm; y’ = 4.8cm
2. (a) 9 cm
3.
SPL 5 – Geometric Optics: Spherical Mirror
START UP – Answer on Direct Talk
INSTANT TASK – Answers may vary
FLASH CHECK
1. s' = - 1.76 cm; y’ = 3.8 cm; m = 0.0234
2. s' = 33 cm; y’ = 1.20 cm
3.
SPL 6 – Geometric Optics: Spherical Lenses
START UP – Answer is on Quick Connect
INSTANT TASK –Answers may vary
FLASH CHECK
1. s = 478 mm
2. f = 3.69 cm; (b) s = 2.83 cm to the left of the lens
ANSWER KEY