
Magnetic Fields and Current Interactions
Interactive Video
•
Physics, Science, Mathematics
•
9th - 10th Grade
•
Practice Problem
•
Hard
Patricia Brown
FREE Resource
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10 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What happens when two parallel wires carry currents in opposite directions?
They do not exert any force on each other.
They create a magnetic field that cancels out.
They repel each other.
They attract each other.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
According to Ampère's law, what is the force on a wire carrying current in a magnetic field?
It is proportional to the square of the current.
It is the cross product of current element and magnetic induction.
It is inversely proportional to the length of the wire.
It is directly proportional to the distance between wires.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How can the direction of force on a current-carrying wire in a magnetic field be determined?
Using the index finger rule.
Using the right-hand screw rule.
Using the left-hand rule.
Using the thumb rule.
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the direction of the magnetic field created by a current-carrying wire?
Along the length of the wire.
Opposite to the direction of the current.
Perpendicular to the wire.
In the direction of the current.
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the force between two parallel wires carrying currents in the same direction?
It depends on the distance between the wires.
There is no force.
It is attractive.
It is repulsive.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the unit of the magnetic field strength in the context of parallel wires?
Joule
Ampere
Tesla
Newton
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the condition for defining 1 ampere based on the force between two wires?
The wires must be 2 meters apart and carry different currents.
The wires must be 1 meter apart and carry identical currents.
The wires must be 1 meter apart and carry no current.
The wires must be in a vacuum and carry no current.
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