Physics: Principles and Problems © 2017

Chapter 26: Electromagnetism

Section 1: Electric and Magnetic Forces on Particles

1 Introduce
student text pp. 702–709
Bellringer Activity
Electron Path Bring in an old, nonfunctioning oscilloscope. Remove the cover and discharge all of the
capacitors. (Briefly connect a wire between the two terminals of the capacitor to create a short circuit and cause
the voltage across it to become nearly zero.) Have students draw a diagram showing the setup that directs the
electron beam. Drawings should include the vertical and horizontal deflection plates Ask students how the
electron path could be altered. The electron path may be controlled by changing the applied voltage on the
deflection plates. OL Visual-Spatial

Tie to Prior Knowledge

What Students Need to Know Students should understand the concepts of mass, charge, forces from electric
fields, and waves before beginning this section. Students will use equations for circular motion.
Resources
Chapter 26 Transparency 2-Mass Spectrometer-Teacher-Editable
Chapter 26 Transparency 1-Thomson's Cathode-Ray Tube-Teacher-Editable
Chapter 26 Transparency 2-Mass Spectrometer-Student-Editable
Chapter 26 Transparency 1-Thomson's Cathode-Ray Tube-Student-Editable

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

2 Teach

Thomson’s Experiments
student text pp.702–705
DIFFERENTIATED INSTRUCTION
Struggling Students Help students understand the significance of Thomson’s experiments by having them
carefully examine Figure 1. Ask them whether the cathode-ray tube allows scientists to see the electrons. No;
only the light emitted as a result of electrons striking the fluorescent coating is visible. Electrons are much smaller
than the wavelength of visible light, and any interaction with light changes the state of the electron. Their
existence is known from indirect evidence that shows changes in their state. Ask students to draw the path of the
electrons under different conditions, such as without the positive charge-deflection plate or the negative
charge-deflection plate. BL Visual-Spatial

Charged Particles Ask students whether a stationary charged particle located between two bar magnets
experiences a net force. No; provided the charged particle remains stationary with respect to the magnets, no net
force is exerted on the particle by the magnetic field.

Use Figure 1
Ask students what is the purpose of the slits in the anode plates. The slits are used to block all of the electrons
except for those traveling in line with the slits. The electrons passing through the slits form a relatively collimated
beam.

Content Background
Cathode-Ray Tube (CRT) A cathode-ray tube is a sealed glass tube in which a metal electrode is placed and
most of the air is removed. Inside this tube, electrons are emitted by the cathode and then accelerated and focused
by a strong electric field. The electrons then pass through a region with charged horizontal and vertical metal
plates. Changing the voltage applied to the plates bends the electron beams and causes the electrons to strike the
inside end of the tube in different places. In an older CRT-type TV, the picture is a result of turning the electron
beam on and off quickly as the beam is moved vertically and horizontally across the entire front of the picture
tube.

In Moving Charged Particles, students can use a cathode-ray tube and a magnet to explore how charged particles
are affected as they move through electric and magnetic fields.

In Mass of an Electron, students apply physics to determine the mass of the electron.

ADDITIONAL IN-CLASS EXAMPLE

Use with Example Problem 1.
Problem An electron with a mass of 9.11×1031 kg moves vertically and horizontally through a television tube at
3.0 × 105 m/s to a magnetic field of 6.3×102 T. Assume that the electric field is off. Determine the radius of the
electron’s circular path.
Response Bqv = mv2/r

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

The Mass Spectrometer

student text pp. 706–709
PHYSICS CHALLENGE ACTIVITY
Mass Spectrometer Stick Diagrams Have students research the typical output from a mass spectrometer, often
simplified into a "stick diagram," which charts the relative abundance of current against the mass-to-charge ratio.
This type of diagram shows the relative current produced by ions of varying mass-to-charge ratio. The vertical
scale is related to the current measured by the recording device and so to the number of ions arriving at the
detector. The greater the current, the more abundant the ion. Ask students to bring in an example of a stick
diagram for an assigned element. They should explain to the class the meaning of the chart and demonstrate how
the data are used to determine the average atomic mass of the element. AL Linguistic

Content Background
Mass Spectrometers Because mass spectrometers have so many uses, they come in many different varieties. One
kind of mass spectrometer, called a time-of-flight spectrometer, measures the time it takes particles to reach the
detector. The lower-mass ions have a greater acceleration and so reach the detector sooner.

Concept Development
MAINIDEA Help students understand the importance of a particle’s charge in a mass spectrometer by asking
them to compare the paths of a proton and an electron traveling through a magnetic field. Have students use their
knowledge of how an electron is affected by a magnetic field. Then point out that the charge of a proton is
opposite to that of an electron. The magnitude of the electric and magnetic forces would be the same in either
case, although the electrons and protons would be deflected in opposite directions. Because the mass of a proton
is much greater than that of an electron, the proton’s trajectory would bend much less. OL

Critical Thinking
Acceleration of Hydrogen Atoms As an extension, ask students whether Thomson could have chosen to
accelerate neutral hydrogen atoms in a vacuum tube instead of electrons or protons. Explain that, because neutral
atoms are not affected by electric or magnetic fields, this would not have been possible. OL

REAL-WORLD PHYSICS
Separation of Uranium Isotopes In 1941, Ernest Lawrence suggested that researchers could separate isotopes of
uranium by means of a huge mass spectrometer. They completed such a device, called a calutron, by December
1941 and they used it to separate U-235 from U-238. Scientists used hundreds of these devices from 1943 to 1945
to produce the highly enriched U-238 essential to the Manhattan Project, which resulted in the development of the
atomic bomb. Today, these same devices are used to produce isotopes for medical purposes.

Reinforcement
Acceleration of Objects Students can relate the accelerations of electrons to the acceleration of objects
encountered in their everyday lives. Have them write up a short comparison that shows estimates of the
accelerations of different objects, such as a sports car, a tennis ball (from a serve), and an electron in an electric
field of 100 V/m. Ask students to compare the accelerations of these objects.
Typical values:
Sports car 8 m/s2
Tennis ball 500 m/s2
Electron 1×1013 m/s2 OL Linguistic

ADDITIONAL IN-CLASS EXAMPLE

Use with Example Problem 2.

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

Problem A certain mass spectrometer produces a beam of doubly ionized (2+) neon atoms with a mass of 3.3×10
26 kg that are accelerated by a potential difference of 30.0 V. If the ions pass through a magnetic field of 0.025 T,
determine the radius of their path.
Response First, derive the equation:

Next, solve the equation:

DIFFERENTIATED INSTRUCTION
Struggling Students Students can understand how a mass spectrometer works by having them act out the effect
of the magnetic field on two isotopes.
Obtain two balls of the same approximate diameter but different weights.
Have a student hold one ball in each hand and assume that both balls are composed of the same material (identical
chemical properties— in particular, charge).
Explain that, by making use of magnetic force on a moving charged particle, a mass spectrometer can measure the
masses and relative concentrations of atoms and molecules and thus separate chemically identical isotopes that
have different mass.
Point out that the magnetic force will pull (deflect) both particles in the same direction because they have the
same charge.
Have students move both balls in an arc. Then point out that the lighter ball will deflect slightly more because the
magnetic force gives it a greater centripetal acceleration.
Help students curve the lighter ball through a tighter arc than the heavier ball.
Explain that the difference in where the balls (particles) hit the detector reveals their different masses. BL
Visual-Spatial

Careers
Broadcast Technician Serving as the technical expert for a large TV station requires knowledge of electronics
and computer programming for monitoring and adjusting equipment, as well as troubleshooting and repairing it in
high-pressure situations. Necessary qualifications include an associate’s degree (or appropriate vocational- or
technical-school background), knowledge of current FCC rules, and appropriate licensure or certification.
Resources
Laboratory Manual 26.1-Mass of an Electron-Student-Editable
Animation - Thomson's Experiments with Electrons
MiniLAB-Moving Charged Particles-Teacher-Editable
Laboratory Manual 26.1-Mass of an Electron-Teacher-Editable
Personal Tutor: Mass of an Atom
MiniLAB-Moving Charged Particles-Student-Editable
Animation: Mass Spectrometer
Classroom Presentation Toolkit - Electric and Magnetic Forces on Particles
Science Notebook - Electric and Magnetic Forces on Particles
Science Notebook - Electric and Magnetic Forces on Particles - Teacher

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

Quick DEMO

Electron Distortion
Estimated Time 10 minutes
Materials old oscilloscope (functioning), strong magnet
Procedure
1. Adjust controls to obtain a steady trace on the screen.
2. Bring a strong magnet near the oscilloscope to demonstrate how the electron trajectories curve.

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

3 Assess
student text pp. 702–709
Assess the MAINIDEA
To separate U-235 from the U-238, workers at the Manhattan Project used a calutron with a magnetic field of
0.350 T and an acceleration voltage of 35.0 kV. Assuming each uranium isotope was singly ionized, calculate the
distance between the isotope beams at the output of the calutron. Note that one atomic mass unit is 1.66×10 27 kg.
Solving the formula q/m = 2V/(B2r) for r gives r = 2Vm/(B2q). Inserting the values gives

The difference is r238 r235 = 1.41 m 1.39 m = 2 cm

Check for Understanding

Radius of Curvature On the board, write the equation for the radius of curvature for a charge moving across a
magnetic field, r = mv/(qB). Divide the class into four groups. Assign each group one of the variables on the right
side of the equation. Ask each group to identify each variable in the equation and give the units in which the
variable will be expressed. Then ask students how halving m, doubling v, tripling B, or halving q would alter the

radius of curvature of a charged particle in a magnetic field. Halving m would halve r, . Doubling v

would double r, . Tripling B would reduce r by one third, . Halving q would double

r, . OL Interpersonal

Extension
Mass Spectrometry Ask students to research realworld applications of mass spectrometry. Have them assemble
their findings into a classroom media presentation. OL Linguistic
Resources
Section Self-Check-English-Electric and Magnetic Forces on Particles
Section Quiz-Electric and Magnetic Forces on Particles-Student-Editable
Section Quiz-Electric and Magnetic Forces on Particles-Teacher-Editable

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

Answers

Apply How could you change the magnetic field so the electrons deflected upward?
You would reverse the direction of the magnetic field, but still maintain it at right angles to the electric field.

PRACTICE PROBLEMS
For the following questions, assume all charged particles move perpendicular to a uniform magnetic field.
1. A proton moves at a speed of 7.5×104 m/s as it passes through a magnetic field of 0.080 T. Find the radius of the
circular path. Note that the charge carried by the proton is equal to that of the electron but is positive.

9.8 mm

2. Electrons move through a magnetic field of 3.0×103 T balanced by an electric field of 2.4×104 N/C.
1. What is the speed of the electrons?
2. If the electric field were produced by a pair of plates 0.50 cm apart, what would be the potential difference
between the two plates?
3. If the electric field were removed, what would be the radius of the circular path that the electrons followed?

a. 8.0×106 m/s
b. 1.2×102 V
c. 1.5 cm

3. Protons passing without deflection through a magnetic field of 0.060 T are balanced by an electric field of 9.0×10
3 V/m. What is the speed of the moving protons?

1.5×105 m/s

4. CHALLENGE What trajectory would a positive ion follow moving in a magnetic field that increases linearly
with time?

an inward spiral

Caption Check Figure 3 Inside this mass spectrometer (blowout on right), a magnet causes the positive ions in a
vacuum chamber to be deflected according to their mass. Each particle has a separate mass that is recorded in the
vacuum chamber on a detector plate.
Identify the north pole of the magnet.
The north pole is on the left side in the left-hand figure, and on the top in the right-hand figure.

Calculate What is the charge on an ion that has three electrons removed?
4.806×1029 C

PRACTICE PROBLEMS
1. A beam of singly ionized (1+) oxygen atoms is sent through a mass spectrometer. The values are B = 7.2×102 T, q
= 1.602×1019 C, r = 0.085 m, and Vaccel = 110 V. Find the mass of an oxygen atom.

2.7×1026 kg

2.
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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

2. A mass spectrometer analyzes and gives data for a beam of doubly ionized (2+) argon atoms. The values are q =
2(1.602×1019 C), B = 5.0×102 T, r = 0.106 m, and Vaccel = 66.0 V. Find the mass of an argon atom.

6.8×1026 kg

3. A beam of singly ionized (1+) lithium atoms (m 7mproton) is accelerated by a potential difference of 320 V. The
beam passes through a magnetic field of 1.5×102 T. What is the radius of curvature of the beam in the magnetic
field?

0.46 m

4. CHALLENGE Regardless of the energy of the electrons used to produce ions, J.J. Thomson never could remove
more than one electron from a hydrogen atom. What could he have concluded about the positive charge of a
hydrogen atom?

It must be only a single elementary charge.

Describe how a doubly ionized ion is produced.

To produce a double ionized ion, you would remove two electrons from an atom.

Caption Check Figure 4 The width of the four isotopes of chromium on an electronic detector provides an
indication of abundance. Note that the chromium isotope with a mass number of 52 is the most abundant and that
the sum of the percentages of all four equals 100. The weighted average of the masses of an element’s isotopes
provides the mass of the element shown on the periodic table.
Calculate the average mass of the chromium isotopes.
52.06 amu

Electric and Magnetic Forces on Particles

1. MAINIDEA The radius of the circular path of an ion in a mass spectrometer is given by .

Use this equation to explain how a mass spectrometer is able to separate ions of different masses.

Assuming all of the ions have the same charge, the only variable that is not constant in the equation is the ion
mass m. As m increases, the radius of the ion’s path also increases. This results in separate paths for each unique
mass.

2. Cathode-Ray Tube Describe how the cathode-ray tube used by J.J. Thomson forms an electron beam.

Electrons are emitted by the cathode, are accelerated toward the (positive) anodes by a potential difference, and
pass through slits to form a beam at the end of the tube.

3. Magnetic Field A mass spectrometer can analyze molecules having masses of hundreds of proton masses. If the
singly charged ions of these molecules were produced using the same accelerating potential difference as used for
smaller ions, how would the mass spectrometer’s magnetic field have to be changed for the ions to hit the
detector?

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3.
Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

Because then B must increase if m increases. If m is raised by a factor of 4, B would have

to increase by a factor of 2 because, to keep r constant, B must increase as m.

4. Path Radius A proton moves at a speed of 8.4×104 m/s as it passes through a magnetic field of 12.0 mT. Find the
radius of the circular path.

7.3 cm

5. Mass A beam of doubly ionized (2+) oxygen atoms is accelerated by a potential difference of 232 V. The oxygen
then enters a magnetic field of 75 mT and follows a curved path with a radius of 8.3 cm. What is the mass of the
oxygen atom?

2.7×1026 kg

6. Critical Thinking In Example Problem 2 (on the previous page), the mass of a neon isotope is determined.
Another neon isotope has a mass of 22 proton masses. How far apart on a detector would these two isotopes land?

3 mm

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 Physics: Principles and Problems © 2017
Chapter 26: Electromagnetism
Section 1: Electric and Magnetic Forces on Particles

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