Inquiry Question 2: How does the motion of a charged particle in a magnetic field differ from its motion in an electric field?
Investigate quantitatively and analyse the interaction between current-carrying conductors and uniform magnetic fields F/l = I B sin theta, including parallel current-carrying wires F/l = mu_0 I_1 I_2 / (2 pi r)
A focused answer to the HSC Physics Module 6 dot point on the magnetic force on a current-carrying conductor. The single-wire result F = BIL sin theta, the parallel-wire result F/l = mu_0 I_1 I_2 / (2 pi r), the definition of the ampere, and direction by the right-hand rule.
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What this dot point is asking
NESA wants you to apply to a straight wire carrying current of length in a uniform field , derive the parallel-wire force as a special case, work out direction with the right-hand rule, and connect the parallel-wire result to the historical definition of the ampere.
The answer
Force on a straight wire in a uniform field
A wire of length carrying current in a uniform magnetic field experiences a force:
where is the angle between the current direction and the field. Per unit length:
This force comes from the magnetic force on each moving charge in the wire: summed over charges gives in vector form.
Direction is given by the right-hand rule:
- Point the fingers of the right hand in the direction of the conventional current.
- Curl them toward .
- The thumb gives the force direction.
Equivalently: flat right hand, fingers along , thumb along , palm pushes the force out.
Special angles
- : maximum force, .
- : zero force (current parallel to field).
- : zero force (current antiparallel to field).
Force between two long parallel wires
Two long, straight, parallel wires carrying currents and separated by a distance exert magnetic forces on each other. The magnetic field at wire 2 due to wire 1 (at distance ) is:
This field is perpendicular to wire 2, so the force per unit length on wire 2 is:
By Newton's third law, wire 1 feels the same magnitude of force per unit length.
The constant T m/A is the permeability of free space. With this value, T m/A exactly, which simplifies a lot of arithmetic.
Attraction and repulsion
- Same direction currents. Each wire sits in the magnetic field of the other; the right-hand rule shows the force on each wire points toward the other wire. The wires attract.
- Opposite direction currents. The forces reverse. The wires repel.
This is sometimes summarised as "parallel currents attract, antiparallel currents repel," the reverse of the rule for electric charges.
Historical definition of the ampere
The pre-2019 SI definition of the ampere used parallel wires. One ampere was defined as the current in each of two infinite, parallel wires 1 m apart in vacuum that would produce a force per unit length of:
This defined T m/A exactly. Since the 2019 SI redefinition the ampere is defined via the fixed value of the electronic charge , and is measured rather than defined, but the value is essentially unchanged for HSC work.
Worked example: rail gun (qualitative)
A conducting bar of length m slides along two rails carrying a current A. It sits in a field T perpendicular to both the bar and the rails. The force on the bar is:
N.
This force accelerates the bar along the rails. Rail guns scale this idea up to thousands of amperes and tesla-class fields to launch projectiles.
Try it: Lorentz force calculator for the force on moving charges, the same physics that gives when summed over a current.
Examples in context
Example 1. Force on a TransGrid 330 kV transmission conductor in Earth's magnetic field. A north-south section of the TransGrid Liddell-to-Bayswater 330 kV line carries in a horizontal span of at right angles to Earth's field . Force on the span is , directed vertically (down for one half-cycle, up for the other in AC). At 50 Hz this gives a sub-audible mechanical hum but is far too small ( on a span) to affect catenary sag.
Example 2. Force between parallel busbars in a Snowy 2.0 generator hall. Two parallel busbars carry in the same direction and are separated by . Force per unit length is , attractive. Over a run, the busbars try to pull together with , equivalent to a mass hanging between them. This is why Snowy Hydro generators use heavy ceramic-insulated supports every along the busbar runs.
Exam-style practice questions
Practice questions written in the style of NESA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
2021 HSC4 marksA horizontal wire 0.25 m long carries a current of 6.0 A perpendicular to a magnetic field of 0.12 T directed into the page. Calculate the force on the wire and state its direction. If the current is reversed, how does the force change?Show worked answer →
Magnitude:
N.
Direction: by the right-hand rule, with fingers pointing in the direction of current flow and curling into the page (direction of ), the thumb gives the force direction. If the current flows to the right and the field is into the page, the force on the wire is upward.
Reversing the current reverses the force direction. The magnitude is unchanged: N, now downward.
Markers reward the calculation with units, the right-hand-rule reasoning, and the comment that magnitude stays the same when current is reversed.
2019 HSC4 marksTwo long parallel wires are 8.0 cm apart and carry currents of 3.0 A and 5.0 A in the same direction. Calculate the force per unit length on either wire and state whether the wires attract or repel. (mu_0 = 4 pi x 10^-7 T m/A.)Show worked answer →
Force per unit length:
N/m.
(Step by step: , so N/m.)
Currents in the same direction attract: each wire sits in the magnetic field of the other, and by the right-hand rule the magnetic force on a wire in the field of the other points toward the other wire when their currents are parallel.
By Newton's third law, both wires feel the same magnitude of force.
Markers reward correct substitution, the attractive direction with reasoning, and explicit mention of Newton's third law.
Practice questions
Original practice questions graded from foundation to exam level, each with a full worked solution. Try them before revealing the solution.
foundation2 marksA straight wire carries a current of A perpendicular to a uniform magnetic field of T. If m of the wire lies in the field, calculate the magnitude of the force on the wire.Show worked solution →
The wire is perpendicular to the field, so and .
.
Marks: one for the correct formula with values substituted, one for the answer stated to two significant figures with the unit newton.
foundation2 marksTwo long parallel wires m apart carry currents of A and A in the same direction. Calculate the force per unit length between them. (.)Show worked solution →
Using :
.
Marks: one for the correct formula (using ) with values substituted, one for the answer N/m with the unit.
foundation3 marksA m wire carries a current of A at an angle of to a uniform T magnetic field. Calculate the force on the wire, and state the angle at which the force would be a maximum for the same , and .Show worked solution →
.
The force is a maximum at (current perpendicular to the field), where .
Marks: one for the correct substitution including , one for N with the unit, one for correctly stating gives the maximum.
core4 marksTwo long parallel wires carry currents of A and A in the same direction. The force per unit length between them is measured as N/m. **(a)** Calculate the separation between the wires. **(b)** State whether the wires attract or repel, with a reason.Show worked solution →
(a) Rearrange for :
.
(b) The currents flow in the same direction, so the wires attract: each wire lies in the other's magnetic field, and the right-hand rule shows the resulting force on each wire points toward the other wire.
Marks: one for correctly rearranging for , one for substituting with , one for m with the unit, one for the correct attract/repel call with right-hand-rule reasoning.
core4 marksTwo parallel busbars each carry A in the same direction, separated by m. **(a)** Calculate the force per unit length between them. **(b)** Calculate the total force on a m length of one busbar.Show worked solution →
(a) .
(b) .
Marks: one for the correct force-per-length formula with substitution, one for N/m, one for multiplying by the m length, one for N with the unit.
core5 marksThe figure shows the force per unit length between two long parallel wires as a function of the current in the second wire, with the current A in the first wire held fixed at a separation m. **(a)** Describe the relationship shown. **(b)** Using the points and , determine the gradient. **(c)** Show that this gradient is consistent with the stated values of and .Show worked solution →
(a) The graph is a straight line through the origin, so is directly proportional to (), consistent with with , and held constant.
(b) Gradient .
(c) The gradient of against equals :
,
which matches the gradient found from the graph in part (b).
Marks: one for identifying direct proportionality (line through the origin), one for a correctly calculated gradient with units, one for correctly identifying the gradient as , one for substituting and , one for showing the two values agree.
exam6 marksA student sets up two long, straight, parallel wires and claims that reversing the direction of the current in one wire will only reverse the direction of the force between the wires, not change its magnitude. Analyse whether this claim is correct, using the relevant physics.Show worked solution →
Band-6 plan. (1) State the parallel-wire force law and what it depends on. (2) Explain, using the right-hand rule, why parallel currents attract and antiparallel currents repel. (3) Show algebraically that reversing one current's direction leaves unchanged in magnitude, only its sense (toward/away) changes. (4) Conclude the claim is correct and state the physical reason (the force depends on as a product of magnitudes).
Model answer. The force per unit length between two long parallel wires is , where and are the magnitudes of the two currents. This expression depends only on the magnitudes of the currents, their separation , and the constant - reversing the direction of a current does not change its magnitude, so the size of is unaffected by which way either current flows.
What does change is the direction of the force. Each wire sits in the magnetic field produced by the other. Using the right-hand rule, when the two currents flow in the same direction, the field of one wire at the location of the other, combined with , gives a force on each wire directed toward the other wire - the wires attract. If one current is reversed, the field direction at the second wire is unchanged, but the direction of in (vector sense) flips, so the force on that wire reverses to point away from the first wire - the wires now repel.
Therefore the student's claim is correct: reversing the current in one wire reverses the direction of the magnetic force between the two wires (attraction becomes repulsion, or vice versa) but leaves the magnitude unchanged, because that magnitude depends on the product of the current magnitudes, not their directions.
Marker's note: the top band explicitly separates magnitude (unchanged, because depends on ) from direction (reversed, argued from the right-hand rule applied to each wire in the other's field), and states the attract-to-repel consequence. A response that only asserts "same direction attracts, opposite repels" without the magnitude argument caps in the middle band.
exam7 marksEvaluate the claim that the force between two current-carrying conductors is best understood as a direct consequence of the motor-effect force , rather than as a separate physical phenomenon. In your answer, derive the parallel-wire result from the single-wire force law and discuss the historical significance of this relationship.Show worked solution →
Band-6 plan. (1) State the motor-effect force law for one wire in an external field. (2) Derive produced by a long straight wire and substitute into the motor-effect law to obtain - showing it is not a new law. (3) Discuss the historical significance (pre-2019 SI definition of the ampere). (4) Reach an evaluative judgement.
Model answer. The motor effect states that a wire of length carrying current in an external uniform magnetic field experiences a force , perpendicular to both the current and the field. This law describes the force on any current-carrying conductor placed in a magnetic field, regardless of the field's source.
A long straight current-carrying wire itself produces a magnetic field. Wire 1, carrying current , produces a field at a perpendicular distance of magnitude . If a second wire carrying current lies in this field, perpendicular to it, the motor-effect law applies directly to wire 2: . By Newton's third law, wire 1 experiences an equal and opposite force per unit length from the field of wire 2. This derivation shows the "parallel-wire force" is not an independent law - it is the motor-effect force applied to a wire sitting in the field generated by another current-carrying wire.
This relationship carries real historical significance: before the 2019 SI redefinition, the ampere itself was defined using this exact result. One ampere was the constant current that, flowing in each of two infinite parallel wires one metre apart in a vacuum, would produce a force per unit length of exactly N/m between them - a value fixed by defining exactly. The whole SI system of electrical units was therefore anchored to a mechanical force measurement derivable from the single-wire motor-effect law.
On balance, the claim is well supported: the parallel-wire formula is mathematically and physically a direct application of to the field generated by a second current, not a separate phenomenon, and this unifying derivation is precisely what made the parallel-wire force useful enough to define the base SI unit of current.
Marker's note: the top band completes the actual derivation (substituting into ), not just quoting both formulas side by side, and connects the result to the historical ampere definition with the exact N/m value. A response that states both laws without the substitution step caps in the middle band.
