Year 12 Physics Module 6 ⏱ ~40 min 5 MC · 2 Short Answer Lesson 9 of 21 IQ2: The Motor Effect

Forces Between Parallel Conductors

Each current-carrying wire creates a magnetic field that pushes or pulls on the other wire. Build the force law, track the equal-and-opposite force vectors, then test the long-wire model with a graph and measurement uncertainties.

Today's hook: Two ideal parallel wires each carry 1 A and are 1 m apart in vacuum. Predict the force per metre and its direction. Then decide what changes if only one current is reversed.
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Connect, predict and set the historical boundary

Recall the motor effect, predict attraction or repulsion and distinguish the historical ampere definition from the current SI.

Warm up first

Three quick questions from earlier lessons. Pulling old material back to mind before you learn something new makes the new material stick better, so this is not busywork.

Worksheets

Practise this lesson

Four printable worksheets that build from the foundations up to exam-style questions, start at whatever level suits you.

Before you read, predict

Two straight wires hang vertically side by side, a few centimetres apart. When current flows through both wires in the same direction, do you think they will attract, repel, or remain unaffected?

What do you think happens if the currents flow in opposite directions? Write your predictions with a brief reason before working through the lesson.

Warm-up, the force on a current-carrying wire in a magnetic field is given by F = BIl sin θ. The force is MAXIMUM when the angle between the current and the field is…

Learning Intentions
goals

Know, Force Law

  • The force per unit length between two parallel current-carrying conductors is $F/l = \mu_0 I_1 I_2 / (2\pi d)$
  • Same-direction currents attract; opposite-direction currents repel
  • The ampere was historically defined using this force relationship

Understand, Why Attraction and Repulsion?

  • Each wire produces a magnetic field that acts on the other wire via the motor effect
  • The direction of force is predicted using the right-hand grip rule and $F = BIl$
  • This interaction underpinned the pre-2019 SI definition of electric current

Can Do, Calculate and Predict

  • Calculate the force per unit length given currents and separation
  • Predict attraction or repulsion from current directions
  • Compare the historical wire-force definition with the current fixed-$e$ definition
Scan these before reading
vocab
Force per unit length (F/l)The force between two parallel conductors divided by their length. Measured in N/m.
Permeability of free space (μ₀)A measured constant, approximately $4\pi \times 10^{-7}$ T m A⁻¹ (or N A⁻²); since 2019 it is not exact.
Ampere definitionsThe pre-2019 wire-force definition is historical. The current SI fixes the elementary charge at exactly $e=1.602\,176\,634\times10^{-19}$ C.
Motor effectA current-carrying conductor in an external magnetic field experiences a force $F = BIl\sin\theta$.
Cross-lesson links: L07 found forces on individual conductors. L08 examines the force between two current-carrying wires. This interaction underpinned the historical pre-2019 definition of the ampere. The current SI instead fixes the elementary charge e, and μ₀ is measured rather than exact.
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Model the field of one long wire

Use the right-hand grip rule and the $1/r$ field model before adding a second conductor.

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Magnetic Field Around a Current-Carrying Wire
+5 XP

Revisiting the right-hand grip rule before we add a second wire

Two current-carrying wires exert forces on each other. To explain why, begin with the field made by one wire. For a straight wire viewed end-on, point your right thumb with conventional current; your curled fingers show the circular magnetic-field direction.

Magnetic field around one current-carrying wire An end-on dot shows conventional current out of the page. Three concentric anticlockwise circles show the magnetic-field direction, with the field weakening as distance increases. I out of page Dot means conventional current toward you B

Figure 1. For conventional current out of the page, the magnetic field circles anticlockwise. Field strength decreases with radial distance.

The magnetic field strength at a distance $r$ from a long straight wire carrying current $I$ is:

Magnetic field of a long wire

$B = \dfrac{\mu_0 I}{2\pi r}$

The field decreases with distance, strongest near the wire, falling off as $1/r$. This equation is the key step in deriving the force between two parallel wires.

Right-hand grip rule: thumb = current direction, fingers curl = $\vec{B}$ direction. For an effectively long straight wire, $B=\mu_0I/(2\pi r)$, so $B\propto1/r$. Use $\mu_0\approx4\pi\times10^{-7}$ T m A$^{-1}$; it is measured, not exact, in the current SI.

Pause, copy the highlighted grip rule and field formula into your book before moving on.

A long straight wire carries current vertically upward. At a point horizontally to the east of the wire, the magnetic field direction is…

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Derive the pair force and its direction

Substitute the field of one wire into the motor-effect equation and keep magnitude separate from vector direction.

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Force Between Two Parallel Wires
+5 XP

Each wire sits in the magnetic field produced by the other

We just saw that a current-carrying wire creates a circular magnetic field $B = \mu_0 I/2\pi r$ around itself. That raises a question: if a second current-carrying wire sits in that field, does it feel a force? This card answers it → yes, via the motor effect; same-direction currents attract, opposite-direction repel.

Consider two effectively long, straight, parallel wires separated by perpendicular distance $d$, carrying currents $I_1$ and $I_2$. Wire 1 produces $B_1=\mu_0I_1/(2\pi d)$ at Wire 2. Since the field is perpendicular to Wire 2, $F_2=B_1I_2l$. Dividing by the common interacting length gives the pair-force model below.

Force Per Unit Length

$\dfrac{F}{l} = \dfrac{\mu_0 I_1 I_2}{2\pi d}$

F/l force per unit length (N m⁻¹)  ·  μ₀ permeability of free space (N A⁻²)  ·  I₁, I₂ currents (A)  ·  d perpendicular separation (m)

Direction rule

Same-direction currents → wires attract each other

Opposite-direction currents → wires repel each other

Field and force vectors for two parallel currents Two wires carry conventional current out of the page. At the right wire, the magnetic field made by the left wire points up and its force points left. At the left wire, the field made by the right wire points down and its force points right. The equal and opposite force arrows point toward each other, so the wires attract. I₁ I₂ B₁ at wire 2 B₂ at wire 1 F₂←₁ F₁←₂ EQUAL, OPPOSITE, ATTRACTIVE d Same-direction currents: attraction

Figure 2. For two currents out of the page, each wire's field at the other wire combines with that wire's current to produce an inward force. The forces form a Newton III pair: equal in magnitude, opposite in direction and acting on different wires.

Worked Example, Force Between Parallel Wires

Two long parallel wires are separated by 8.0 cm. Wire A carries 12 A upward and Wire B carries 8.0 A downward.

(a) Calculate the magnitude of the force per unit length. (b) Determine whether the force is attractive or repulsive. (c) If both currents are reversed, what changes?

  1. Part (a), magnitude. Use $F/l = \mu_0 I_1 I_2 / (2\pi d)$ with $I_1 = 12$ A, $I_2 = 8.0$ A, $d = 0.080$ m.
    $\dfrac{F}{l} \approx \dfrac{(4\pi \times 10^{-7})(12)(8.0)}{2\pi(0.080)} = 2.4 \times 10^{-4}$ N m$^{-1}$
  2. Part (b), direction. Currents are in opposite directions → force is repulsive.
  3. Part (c), reversing both. If both currents are reversed, they are still in opposite directions relative to each other. The force remains repulsive with the same magnitude.
Newton III vector pair. For the same interacting length, $\vec F_{1\leftarrow2}=-\vec F_{2\leftarrow1}$. The forces have equal magnitude and opposite direction, act on different wires, and therefore do not cancel on either wire considered alone.

Force per unit length: $F/l = \mu_0 I_1 I_2 / (2\pi d)$ (N m$^{-1}$). Same-direction currents attract; opposite-direction currents repel. $F/l \propto I_1 I_2$ and $\propto 1/d$. Reversing both currents leaves magnitude and direction unchanged.

Add the highlighted parallel-wire force formula and direction rule to your notes before the check below.

Two parallel wires 20 cm apart each carry 10 A in the same direction. The force per unit length between them is…

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Connect the historical wire standard to the current SI

Use the ideal wire result without treating it as the modern definition or treating $\mu_0$ as exact.

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The Ampere: Historical and Current Definitions
+5 XP

The wire-force standard applied before 20 May 2019

We just saw how to calculate the force per unit length between ideal parallel wires. That raises a question: how does that familiar $2\times10^{-7}$ N m$^{-1}$ result relate to today's ampere? This card answers it by separating the pre-2019 mechanical definition from the current fixed-charge definition.

Before 20 May 2019, the SI defined the ampere through the idealised force between parallel conductors. The historical wording was:

Historical definition, pre-2019

"One ampere is the constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circular cross-section, and placed one metre apart in vacuum, would produce between these conductors a force equal to 2 × 10⁻⁷ newtons per metre of length."

Before 2019

The wire-force definition made $\mu_0=4\pi\times10^{-7}$ N A$^{-2}$ exact.

Current SI

The elementary charge is fixed exactly at $e=1.602\,176\,634\times10^{-19}$ C. The ampere is realised from that fixed value, while $\mu_0$ must be measured.

For school calculations, $\mu_0\approx4\pi\times10^{-7}$ N A$^{-2}$ remains an excellent approximation. Substituting $I_1=I_2=1$ A and $d=1$ m therefore gives $F/l\approx2\times10^{-7}$ N m$^{-1}$. In the current SI, write approximately, not exactly.

HSC Tip

If a question quotes the historical definition, identify it as pre-2019. If it asks about the current SI, state that $e$ is exact and $\mu_0$ is measured. Do not blend the two statements.

Historical pre-2019 definition: two ideal parallel wires carrying 1 A at 1 m separation produced $2\times10^{-7}$ N/m. Current SI: the ampere follows from the exact elementary charge $e=1.602\,176\,634\times10^{-19}$ C, while $\mu_0$ is measured. Using its approximate value still reproduces $F/l\approx2\times10^{-7}$ N/m for the ideal wire example.

Pause, write the highlighted ampere definition and verification into your book before moving on.

Using the standard school approximation for $\mu_0$, two ideal parallel wires each carrying 1.0 A in the same direction and 1.0 m apart exert an attractive force of approximately $2\times10^{-7}$ N m$^{-1}$ on each other.

Doubling the separation between two parallel current-carrying wires doubles the force per unit length between them.

The force per unit length on wire 1 due to wire 2 equals the force per unit length on wire 2 due to wire 1 (Newton's third law).

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Design and analyse a quantitative investigation

Control variables, measure force, linearise the model and evaluate uncertainty and long-wire limitations.

Wire X and Wire Y are parallel. The force per unit length is halved while the currents remain unchanged. Which change is consistent with this?

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Investigation: Test the Long-Wire Model
data

Turn the force law into a graph whose gradient has physical meaning

Parallel-wire force investigation and predicted graph Two straight parallel conductors carrying labelled currents are mounted a measured distance apart, with a force sensor beside one conductor. A straight-line graph plots force per unit length against current product divided by separation. I₁ I₂ measured d force sensor I₁I₂/d (A² m⁻¹) F/l (N m⁻¹) gradient = μ₀/(2π)

Figure 3. Measure $F$, $l$, $I_1$, $I_2$ and $d$. A graph of $F/l$ against $I_1I_2/d$ should be linear through the origin, with gradient $\mu_0/(2\pi)$ for the ideal long-wire model.

Fair test

Change one input systematically, for example $I_1$, while holding $I_2$ and $d$ fixed. The dependent variable is $F/l$. Keep active overlap length, alignment and environmental conditions controlled; calculate $I_1I_2/d$ for the graph.

Quality of evidence

Repeat readings, average them and plot uncertainty bars where possible. Quote force-sensor resolution and estimate uncertainty in $d$, especially from wire thickness and movement.

The ideal equation assumes conductors are much longer than their separation, straight, parallel, thin and in vacuum. Real ends bend the field, wires heat and expand, current can drift, the supports add restoring forces, and the wires may move so $d$ changes. A non-zero intercept suggests a zero offset or background force; scatter larger than the uncertainty bars suggests uncontrolled variation.

Linear test: plot $y=F/l$ against $x=I_1I_2/d$. The model $y=[\mu_0/(2\pi)]x$ predicts a straight line through the origin. The gradient estimates $\mu_0/(2\pi)$; compare its uncertainty interval with the accepted measured value rather than demanding exact agreement.

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Apply, combine and evaluate

Calculate pair forces, add three-wire force vectors and evaluate a claim about the historical standard.

Activity 1, Calculation Drills
ApplyBand 4

Practise using the force per unit length formula

  1. Set I₁ = 5.0 A, I₂ = 5.0 A, d = 10.0 cm. Calculate F/l and state the direction (both currents same direction).
  2. Keep the same settings but switch to opposite directions. What happens to the magnitude? What changes?
  3. Return to same direction. Double both currents to 10.0 A (keep d = 10 cm). By what factor does the force change? Explain why.
  4. Return I₁ = I₂ = 5.0 A. Halve the separation to 5.0 cm. By what factor does the force change?
Activity 2, Historical Ampere Verification
UnderstandBand 4

Show that the force law is consistent with the pre-2019 definition of the ampere

Two parallel wires 1.0 m apart in vacuum each carry 2.0 A in the same direction.

  1. Calculate the force per unit length between the wires.
  2. Explain why this is four times larger than the force in the historical definition (which used 1.0 A).
  3. State why the result is approximate in the current SI, even though the historical definition made it exact.
  4. A student claims: "Reversing both currents would change the force to repulsive." Is this correct? Justify your answer.
Synthesis, connect the ideas

Three separate ideas lock together in this lesson:

  • A current-carrying wire produces a magnetic field (right-hand grip rule).
  • A second current-carrying wire in that field experiences a motor-effect force ($F = BIl$).
  • Combining these gives the long-wire force law $F/l = \mu_0 I_1 I_2 / (2\pi d)$, historically used to define the ampere before 2019.
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Practise and explain

Retrieve the force law, calculate with SI units and explain the Newton III vector pair.

Quick recall, forces between parallel conductors
+5 XP

A fresh five-question set drawn from this lesson's bank, feedback shown immediately. +5 XP per correct · +25 XP all correct

Pick your answer, then rate your confidence, that tells the system what to drill next.

Short Answer, 7 marks
+5 XP

ApplyBand 4(3 marks) 1. Two long parallel wires are 5.0 cm apart. Wire 1 carries 15 A upward and Wire 2 carries 10 A upward. (a) Calculate the force per unit length on Wire 2 due to Wire 1. (b) Explain why the force on Wire 1 due to Wire 2 has the same magnitude. (c) State whether the force is attractive or repulsive.

1 mark: correct calculation with units · 1 mark: Newton's third law explanation · 1 mark: direction correct

AnalyseBand 5(4 marks) 2. A third wire carrying 5.0 A downward is placed midway between Wire 1 (15 A upward, left) and Wire 2 (10 A upward, right), so all three wires are 2.5 cm apart from their neighbours. (a) Determine the force per unit length on the third wire due to Wire 1. (b) Determine the force per unit length on the third wire due to Wire 2. (c) State the direction of each force. (d) Calculate the magnitude of the net force per unit length on the third wire and state its direction.

1 mark each: correct magnitudes for forces from Wire 1 and Wire 2 · 1 mark: correct directions · 1 mark: correct net force magnitude and direction

Show all answers

Multiple Choice

MC answers and full explanations are shown inline as you complete each question. Use the retry button to attempt a fresh set drawn from the lesson bank.

Short Answer, Model Answers

Q1 (3 marks): (a) Using $\mu_0\approx4\pi\times10^{-7}$ N A$^{-2}$, $F/l \approx \mu_0 I_1 I_2 /(2\pi d) = (4\pi \times 10^{-7} \times 15 \times 10) /(2\pi \times 0.050) = 6.0 \times 10^{-4}$ N m$^{-1}$. (b) By Newton's third law, the force exerted by Wire 2 on Wire 1 is equal in magnitude and opposite in direction to the force exerted by Wire 1 on Wire 2. (c) Both currents are in the same direction (upward), so the force is attractive.

Q2 (4 marks): Wire 3 (downward) is 2.5 cm from Wire 1 (upward) and 2.5 cm from Wire 2 (upward). (a) Force from Wire 1: $F/l \approx (4\pi \times 10^{-7} \times 15 \times 5.0) /(2\pi \times 0.025) = 6.0 \times 10^{-4}$ N m$^{-1}$. (b) Force from Wire 2: $F/l \approx (4\pi \times 10^{-7} \times 10 \times 5.0) /(2\pi \times 0.025) = 4.0 \times 10^{-4}$ N m$^{-1}$. (c) Wire 3 is opposite to Wire 1, so repulsion pushes Wire 3 right. Wire 3 is opposite to Wire 2, so repulsion pushes Wire 3 left. (d) Net force per unit length is $6.0 \times 10^{-4} - 4.0 \times 10^{-4} = 2.0 \times 10^{-4}$ N m$^{-1}$ to the right, away from Wire 1.

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Final step

Retrieve, reflect and finish

Check what stuck, revisit the opening wire pair and separate the historical and current SI statements.

Check what actually stuck
Take the full module quiz
quiz

A full module quiz covering every lesson in this module, not just this one. Set aside a decent block of time and treat it like a real assessment.

Start the module quiz →
How did your thinking change?

At the start you were asked about two ideal 1 A wires 1 m apart: what is the force per metre, and what happens if only one current is reversed?

Using the standard school approximation, $F/l = \mu_0 I_1 I_2 /(2\pi d) \approx (4\pi \times 10^{-7} \times 1 \times 1)/(2\pi \times 1) = 2 \times 10^{-7}$ N m$^{-1}$, attractive for same-direction currents. Reversing one current makes the pair repel. The wire-force statement was the pre-2019 definition; today's SI fixes $e$ exactly and treats $\mu_0$ as measured.

Extend: Two parallel wires carry 5.0 A each in the same direction, 10 cm apart. A student claims the force would double if you moved one wire to 5.0 cm away without changing the currents. Is this correct? Calculate both forces to verify.