Lg g10 quarter ii module iii on template

Lesson Guide in Science Grade 10
Quarter II Module III Electromagnetism 1
Module 3

Lesson 1
Competency:
 Demonstrate the generation of electricity by movement of a magnet
through a coil. (S10FE-IIi-53)
I. Objectives:
1. Identify the basic recording equipment of a digital radio studio.
2. Classify whether devices use electricity and/or magnetism when used
in recording audio.
3. Start a literature search on electromagnetic induction’s role in recording
technology.
II. Topic:
Basic recording equipment of a digital radio studio
III. Resources Needed:
Pictures of the radio studio control and audio room or
Video clip on a radio station tour, video player, screen, and accessories
IV. References:|
Science Teachers’ Guide in G10, pp.66- 74
Science Learners’ Material in G10, pp. 87-92
APEX Physics LP Unit 2 Chapter 2 Electromagnetic Energy
Classic Broadcast TV Control Room at http://www.youtube.com/
watch?v=5zGr1d6IcRI • Radio station studio tour at
http://www.youtube.com/ watch?v=9VIbq5RAKQw • WFMY News 2 –
Station Tour #1 – Control Room at http://www.
youtube.com/watch?v=A-VOdxQpMi0 • WFMY News 2 – Station Tour
#2 – Newsroom and Receive at
http://www.youtube.com/watch?v=pntVX0Wdb-U
V. Preliminary Activity/Priming:
1. Turn on the radio set inside the classroom.
2. Let the students listen and answer the following questions: This is
to give them an idea that in radio communication there must be a
transmitter and a receiver.
a. Do you hear the sound from the radio? (Yes.)
b. Where did the sound originally come from? (Radio Station)
c. In radio communication, which is the transmitter? (Radio
Station)
d. Which is the receiver? (Radio Set)
VI. Activity:
For the Record…
(Adapted from the EMI Teaching Sequence by Jenaro Guisasola and
Kristina Zuza)
Refer to Teacher’s Hand-out 2.3.1
Note: The following strategies may be used by the teacher to clearly
execute the activity:

 Use clear printed photos of a radio station control room and audio
room
 Prepare to show ‘Radio Station Tour’ video clips that may be
available online
 If there is a nearby local radio-television station that accepts visit
from secondary school students
VII. Analysis:
Q1. How many of the devices you identified inside the control room
need electricity to operate?
Q2. How many of the devices you identified inside the control room
need magnetism to operate?
Q3. How many of the devices you identified inside the live audio room
need electricity to operate?
Q4. How many of the devices you identified inside the live audio room
need magnetism to operate?
Q5. What other devices not shown in the photo may be used inside the
live audio room?
VIII. Abstraction:
Make a concept organizer about the basic recording devices
and equipment. Emphasize the need to identify the devices which
make use of electricity and magnetism.
IX. Application:
What devices did recording technicians use in the past to record
sound?
X. Assessment:
Direction: Choose the letter of the best answer.
1. Which of the following devices is not found on a digital radio
recording station?
A. Loud Speaker B. Microphone C. Computer Monitor D. Sensor
2. Which of the following devices needs electricity to operate in a radio
recording studio?
A. Microphone B. computer C. headphone D. all of the above
3. These material on a radio recording studio will allow flow of
electricity so that other devices will function.
A. Cables B. Audio C. Base D. Digital
4. Which pair of materials pertains to production of sound in a radio recording
studio?
A. Microphone: Speaker C. Computer: Audio
B. Digital : Condenser D. Cables : Computer

5. All of the following statement describes a radio recording studio EXCEPT…
A. A radio recording studio processes electrical signals and convert it into
sounds.
B. A radio recording studio sends signals and converts it into visual
display.
C. A radio recording studio allows to record data.
D. A radio recording studio functions through electricity and magnetism.
Agreement:
Research on the function of the following basic audio-video recording devices
A. headphone
B. studio
C. audio
D. digital
E. computer
F. condenser
G. cables
References:|

Lesson 2.3.1- Basic recording equipment of a digital radio studio
Teacher’s Hand-out
Activity 1
For the Record…
(Adapted from the EMI Teaching Sequence by Jenaro Guisasola and Kristina
Zuza)
Objectives:
 Identify the basic recording equipment of a digital radio studio.
 Classify whether devices use electricity and/or magnetism when used
in recording audio.
 Start a literature search on electromagnetic induction’s role in
recording technology.
Materials:
• Pictures of the radio studio control and audio room or
• Video clip on a radio station tour, video player, screen, and
accessories
• Pen and activity sheet/science notebook
Procedure:
PART A. Virtual Tour of a Radio Broadcasting Studio
1. Read the scenario and study the video clip or pictures selected by your
teacher, similar to what is shown in Figures 1 to 3.
Activity Scenario: During non-class hours, you frequently meet your friends
playing and making music together. One afternoon you decided to go to your local
radio station to ask what equipment and software is needed to start recording at
home.
At the broadcast studio, with the radio technician out, the staff allowed you
to take pictures inside the control room and live audio room, similar to what is
shown in Figures 1 to 3.

Figure 1. A control room of a local radio broadcast studio commonly known as the
announcer’s booth. (Used with permission from the RPN-DXKO Radio and Television
Broadcast Station in Cagayan de Oro City.)
2. On your science activity notebook, make a table, similar to Table 1. List all
the equipment that you can identify in the photo shown in Figure 1. Indicate
with a check mark whether the equipment/device needs electricity and/or
magnetism to operate.
Table 1. Radio Broadcast Studio Equipment (Control Room/Announcer’s
Booth)
Equipment/Device Needs Electricity Needs Magnetism
Guide Questions:
Q1. How many of the devices you identified inside the control room need
electricity to operate?
magnetism to operate?
3. On your science activity notebook, make another table similar to Table 2.
List also all the equipment that you can identify in the pictures shown in
Figures 2 and 3. Indicate with a check mark whether the equipment/device
needs electricity and/or magnetism to operate.

Figure 2. A live audio room, commonly known as the newsroom, which is usually
separated from the control room via glass partitions.
Figure 3. Back portion of a local newsroom
Table 2. Radio Broadcast Studio Equipment (Live Audio Room/Newsroom)
Equipment/Device Needs Electricity Needs Magnetism
Guide Questions:
Q3. How many of the devices you identified inside the live audio room need
electricity to operate?
magnetism to operate?
Q5. What other devices not shown in the photo may be used inside the live
audio room?

Lesson 2.3.1- Basic recording equipment of a digital radio studio
Answer to the Guide Questions:
electricity to operate? Answers may vary according to what electrical devices
the students can identify from the pictures or video clips. Generally, most
equipment function using electricity.
magnetism to operate? Answers may vary according to what devices the
students can identify as generally operating with parts or materials having a
permanent or a temporary magnetic nature. Generally, many materials that
run on electricity has an associated magnetism to it
electricity to operate? Answers may vary according to what electrical devices
the students can identify from the pictures or video clips. Generally, most
equipment function using electricity.
magnetism to operate? Answers may vary according to what devices the
students can identify as generally operating with parts or materials having
permanent or temporary magnetic natures. Generally, many materials that run
on electricity also have an associated magnetism to it.
Q5. What other devices not shown in the photo may be used inside the live
audio room locally known as the newsroom? Timing devices, musical
instruments (non-electric and electronic), alarm devices, etc.

Lesson 2
Competency:
.
I. Objectives:
1. Identify the basic recording equipment of a digital radio studio.
2. Start a literature search on electromagnetic induction’s role in
II. Topic:
Basic recording equipment of a digital radio studio
Pictures of the radio studio control and audio room or
Video clip on a radio station tour, video player, screen, and accessories
IV. References:
Science Teachers’ Guide in G10, pp.66- 74
Classic Broadcast TV Control Room at http://www.youtube.com/
watch?v=5zGr1d6IcRI • Radio station studio tour at
http://www.youtube.com/ watch?v=9VIbq5RAKQw • WFMY News 2 –
Station Tour #1 – Control Room at http://www.
youtube.com/watch?v=A-VOdxQpMi0 • WFMY News 2 – Station Tour
#2 – Newsroom and Receive at
http://www.youtube.com/watch?v=pntVX0Wdb-U
Identify if the following devices need electricity, magnetism or both.
a. Microphones d. Video camera
b. Lightning units e. Air-conditioning unit
c. DVD
VI. Activity:
My Own Home Recording Studio! For Life.
(Refer to Teacher’s hand-out 2.3.1b)
VII. Analysis:
Q1. Which devices on Table 3 are powered, entirely or partially, by
electromagnetic induction (the phenomenon of a changing
magnetic or electric field’s effect on electricity or magnetism)?

VIII. Abstraction:
Match the equipment in Column A with the corresponding function
in Column B.
A. headphone I. Used for playing some
digital instruments, recording,
adding effects, and mixing
different sources of sound
signals
B. studio monitor II. Microphones and musical
instruments are plugged into
this, which in turn is
connected to the computer
C. audio interface III. Processor should be
reasonably fast enough to
record, edit, mix, store, and
master a copy of the record.
D. digital audio software (DAW) IV. Converts sound into
electrical signal
E. computer unit V. Used for “referencing” or for
checking what the mix would
sound like on the equipment
F. condenser or dynamic microphone VI. Used for connecting audio
interface, microphones, studio
monitors, and different
instruments
G. cables VII. Commonly known as
speakers but these
give a sound close enough to
the real sound input
IX. Application
Think of some questions by now about recording technology. Can
handy mobile phones or digital cameras serve as audio-visual recorder and
producer? How do these devices apply electromagnetic induction?
X. Assessment:
1. Which of the following can be entirely or partially operated by
electromagnetic induction?
A. microphone B. audio C. cables D. software
2. Which is true about audio cables?
A. Can be affected by electromagnetic interface.
B. Do not use electromagnetic induction.
C. Should be shielded to work effectively.
D. All of the above.

3. Which is considered as a computer application on virtual studios?
A. computer unit C. headphone
B. digital audio software D. studio monitor
4. Check which materials below will not operate with EMI principles.
________a. headphone
________b.studio monitor
________c.audio cables
________d.digital audio software
________e.audio interface
XI. Agreement:
1. Bring the following materials:
 four 1-inch iron nails, screws, or paper clips
 magnet
2. In the development of the recording and data storage technology, what
questions might an engineer ask?
References:

Lesson 2.3.1b- Basic recording equipment of a digital radio studio
Activity 1B
My Own Home Recording Studio! For Life…
Objective(s): At the end of the activity, students should be able to:
 Identify the basic recording equipment of a digital radio studio.
 Start a literature search on electromagnetic induction’s role in
Materials:
Reading resource material on Home Recording Studio Start-up
Equipment
Procedure:
You could be an aspiring singer, a music artist, a student who needs to
record audio presentations or simply one planning to have a start-up home
recording studio. Read on the recording technology equipment. Use Table 3
and extend your understanding of the recording industry by matching the
devices in Column B and their respective functions in Column C with the items
in Column A. Write the letter and number for coding your answer.
Working Principle of a Condenser Microphone - The
varying sound pressure changes the spacing between a
thin metallic membrane and a stationary plate, producing
electrical signals which “copy” the sound pressure.
Salient Features: Works with a wide range of sound
frequencies. Although expensive, it is considered as the
best microphone for recording applications.
Working Principle of a Dynamic Microphone - The
varying sound pressure moves the cone diaphragm and
the coil attached to it within a magnetic field, producing
an electromotive force that generates electrical signals
which “copy” the sound pressure. Salient Features: The
inverse of a dynamic loudspeaker and relatively cheap and rugged.
Working Principle of a Headphone or an Earbud -
Wires carry the audio signal from the stereo into the
coil and back again. The coil around the plastic cone
becomes an electromagnet when current passes
through it. And because the coil is within a magnetic
field, a force is generated on the coil. In response to the
audio signal, the coil moves together with the flexible
flat crinkly cone moving the air within the headphone/earbud enclosure and in
the ear canal producing sound. Salient Features: Headphones and
earphones are small loudspeakers clamped over the ear/s. Basically, each
speaker consists of stereo wires, plastic cone diaphragms, coils attached to
the cone, and magnets built inside cased or padded sound

Working Principle of a Studio Monitor or a Speaker
- The electric current imaging the audio signal is sent
through the coil that is within the magnetic field. A force
is generated that moves the magnet and the cone
attached to it producing the sound corresponding to the
analog or digital signal. Salient Features: The studio
monitor is a dynamic reference speaker designed to
produce an accurate image of the sound source. Most hobby studio use the
active type studio monitor. It has a built-in amplifier and functions when
plugged into an outlet and a sound source. A dynamic speaker, like the studio
monitor, has the same essential parts as a dynamic microphone. But unlike
the microphone or headphone where the voice coil is attached to the cone
diaphragm, on the studio monitor, it is the permanent magnet that is attached
to the cone while the coil is wound around a fixed core.

Table 3. A Home Recording Studio Start-Up Equipment

Guide Question:
electromagnetic induction (the phenomenon of a changing magnetic or
electric field’s effect on electricity or magnetism)?
Answer to the Guide Question:
electromagnetic induction (the phenomenon of a changing magnetic or
electric field’s effect on electricity or magnetism)? The microphone, computer
unit, headphone, studio monitor, and the audio interface are powered entirely
or partially by electromagnetic induction. Although audio cables may be
affected by electromagnetic interference, basically these are supposed to be
shielded to work most effectively and do not use electromagnetic induction to
operate. Moreover, the digital audio software is just a computer application on
virtual studios, thus do not also operate on the EMI principles
Table 3:
1. A VII 2. B V 3. C II 4. D I
5. E III 6. F IV 7. G VI

Lesson 3
Competency:
.
I. Objectives:
 Identify the forces (attraction/repulsion) between:
a. two magnets, and
b. a magnet and magnetic/nonmagnetic materials.
 Distinguish a magnet (permanent or temporary) from a non – magnetic
object.
 Induce magnetism in a magnetic material.
 Infer the polarity of the magnetized object.
II. Topic:
Properties of Magnet
 pair of 3”- 6” bar magnets
 6-10 objects made of different materials from inside the room
 science notebook and pen
IV. References:
Science Teachers’ Guide in G10, pp.75-77
Module 8: Electromagnetism
Read the “History of Magnetism”
(Refer to the attached Teacher’s Hand-out)
VI. Activity:
Test Mag...1, 2!
Testing for Evidence of Magnetism
VII. Analysis:
Q1. What conditions with observable effects make magnets interact
with another magnet?
Q2. In general, what conditions with observable effects make magnets
interact with non-magnet materials?
Q3. What type/s of force can a magnet exert on another magnet?
Q4. What type/s of force can a magnet exert on non-magnet objects?
Q5. How will you distinguish magnets from non-magnetized magnetic
materials?

VIII. Abstraction:
How will you prove the following:
1. Interaction of magnet with another magnet.
2. Interaction of magnets with non-magnet materials.
3. Force of a magnet.
IX. Application:
1. Cite some applications/uses of magnets
2. How do we take care of the magnets?
X. Assessment:
Arrange the jumbled letters to form the word(s) that best fits the
statement.
1. Clusters of many atoms that act as tiny magnets in a material
MAINODS
2. Imaginary lines that represent magnetic field
SLIENSOFGENTMICFOECR
3. Materials that are strongly attracted to magnet
GENTAMICORREF
4. A substance that possesses magnetic properties
NETGAM
5. A magnet has two
SLOPES
XI. Agreement:
Read about electromagnets and answer the following questions:
1. What is an electromagnet?
2. What is/are common between a permanent magnet and an
electromagnet?
3. How are electromagnets different from permanent magnets?
References:

Lesson 2.3.2-Properties of Magnet
Read the history of magnetism and answer the questions after the
selection:
MAGNETS: KNOWN SINCE ANTIQUITY
Magnetism, the natural force that causes magnets to function as they
do, became known to people many centuries ago. They knew that the black
metallic ore are called loadstone. It has the property of drawing particles of
iron to it.
The Greek philosopher named Thales, who lived during the sixth
century B.C., is said to have been the first to observe this property. After his
time, the lodestone was often mentioned in ancient writings. It was given the
name “magnet” after Magnesia, a district in the Asia Minor where large
magnetic deposits are found. Years later, they found out that the thing they
called magnet does not only attract iron rings but also attract other rings
suspended from one another forming a long chain.
The Roman Lucretius, who lived in the first century B.B., tried to
explain magnetism in terms of
his atomic theory. There are many legendary accounts of the properties of
magnet. The Arabian Nights
contains the story of ship that approached an island made of magnetic rock.
The ship fell completely to pieces because all the iron nails were pulled out of
it through the attraction of the rock.
Another tale was based on the story of a shepherd named Magnes.
One day when he was tending his flock of sheep on the slopes of Mount Ida in
Asia Minor, he noticed that the iron tip of his staff was being pulled toward the
ground. He dug up the ground and found out that the large deposit of
lodestone was attracting his staff. Thereafter the lodestone was called magnet
in honor of the shepherd who had discovered it, and later was called
magnetite. Scholars have pointed out that this story originated long after the
word “magnet” was commonly used.
Test your understanding by completing the blanks.
1. The black metallic ore that has the property of attracting pieces of iron are
called _____________.
2. The natural force of attracting pieces of iron is called ___________.
3. The word magnet was believed to have been derived from the name of a
shepherd named _________.
4. Lodestone was later called ____________ for its magnetic property.
5. _________ was a Greek philosopher who first discovered the magnetic
property of lodestone.

Activity 2
Test Mag...1, 2!
Testing for Evidence of Magnetism
Objectives:
 Identify the forces (attraction/repulsion) between:
a. two magets, and
b. a magnet and magnetic/nonmagnetic materials.
 Distinguish a magnet (permanent or temporary) from a non – magnetic
object.
Materials:
 pair of 3”- 6” bar magnets
 6-10 objects made of different materials from inside the room
Safety Precautions:
 Handle magnets with care so as not to drop those. These might break,
chip off, and weaken upon impact.
 Keep magnets away from computer units/screens, memory storage
drives and disks, magnetic tapes, mechanical watches, and the like.
Procedure:
1. Use a bar magnet and explore the possible effect/s it can have on the other
magnet when made to interact. On your science notebook, make a table
similar to Table 4 and record the observed force effects. Answer also the
guide questions.
Table 4. Interaction between two permanent bar magnets
What I did to the pair of magnets to
cause interaction…
Observed effect/s
(attracted or repelled)
2. This time, use only one bar magnet and explore its possible effect/s on six
to ten different objects found inside the classroom. Record the observed
effect/s on a table similar to Table 5. (Exclude record on objects with no
observed interaction with the magnet.)
Table 5. Interaction of a bar magnet with other objects
Objects that interacted with magnet… Observed effect/s
Guide Questions:
Q1. What conditions with observable effects make magnets interact
with another magnet?
interact with non-magnet materials?

Q3. What type/s of force can a magnet exert on another magnet?
Q4. What type/s of force can a magnet exert on non-magnet objects?
Q5. How will you distinguish magnets from non-magnetized magnetic
materials?
Answer for Preliminary Activity
1. lodestone 2. Magnetic 3. Magnesia 4. Magnet 5. Thales
Possible answer for Activity 2
Table 4. Interaction between two permanent bar magnets
What I did to the pair of magnets to
cause interaction…
Observed effect/s
- The students may possibly opt to
place the first magnet on a flat,
horizontal surface and bring one end
of the second magnet near the other
magnet’s end.
- The first magnet may move closer
or farther from the other and when
the unlike poles are close enough,
will stick together closing the gap.
- The students may also place the first
magnet on a flat horizontal surface
and horizontally bring one end of the
second magnet near the first
magnet’s middle part OR move the
second magnet in circles over the first
- The first magnet may rotate towards
(for attractive forces) or away from
(for repulsive forces) the second
magnet.
Table 5. Interaction of a bar magnet with other objects
Objects that interacted with magnet… Observed effect/s
Sample objects may be metallic
notebook springs, paper clips, pens
with metallic casings, 25 centavo
coins, key holder chains, keys,
metallic, hair pins
- Objects that are small enough will
move towards or attach itself to the
test bar magnet. - Some parts of big
objects will be attracted to any part of
the test bar magnet.
Answers to Questions:
Q1. What conditions with observable effects make magnets interact with
another magnet?
Magnets that are in good condition are strong enough to push or pull
another magnet close enough to it.
interact with non-magnet objects?
Magnets, strong or weak, can be made to attract non-magnet objects
that are made of or have parts that are magnetic in nature such as those
made of iron, nickel, cobalt or its alloys.
Q3. What type of force/s can magnets exert on another magnet?
Magnets can both attract and repel other magnets. Like poles of
magnets when close enough will cause the magnets to repel each other, while
unlike poles of magnets that are close enough will cause the magnets to
attract each other.

Q4. What type of force/s can magnets exert on non-magnet objects with
observable effects?
Both poles of the magnet can attract non-magnet objects that have
materials or parts that are magnetic in nature.
Q5. How will you differentiate magnets from objects made of magnetic
materials?
Only magnets can repel other magnets and already magnetized
objects. But non-magnetized objects made of magnetic materials can only be
attracted by a magnet.

Lesson 4
Competency:
I. Objectives:
II. Topic:
Inducing Magnetism
 bar magnet
IV. References:
Science Teachers’ Guide in G10, pp. 78-79
How to make an artificial magnet? Using the following materials:
screw driver, magnet (circular magnet from defective radio speaker)
pins, clips and nails, describe how can you make an artificial magnet.
VI. Activity:
Induced Magnetism
VII. Analysis:
Q1. What happens if you bring two iron nails close to (or touching)
each other?
Q2. If you bring a bar magnet close to (or touching) the first iron nail,
can the first iron nail attract and lift a second nail? A third one?
Q3. What happens if we vary/change the distance between the magnet
and the nail/s?
Q4. If the north pole of the bar magnet suspends the first nail by
attraction, then what is the nails’ polarity of induced magnetism in
the indicated regions? Why?
VIII. Abstraction:
In two or more sentences, describe how to induce magnetism in
a magnetic material and infer the polarity of the magnetized object.
IX. Application:
How is the magnetism of a magnet preserved?

X. Assessment:
1. What happen if you bring a staple wire closer to the magnet?
A. it will be attracted by the magnet
B. it will not be attracted by the magnet
C. it will be a permanent magnet
D. it will repel with magnet
2. If you bring another staple wire closer to staple wire attracted by the
magnet it will result to.
A. attraction C. repulsion
B. either of the two D. none of the above
3. If you use the north pole of a magnet to attract the paper clip what is the
polarity of the paper clip?
A. North B. South C. Both D. None of the above
4. Which of the following is a permanent magnet?
A. speaker magnet C. iron nail rubbed on a magnet
B. iron fillings D. wire
5. What will happen if you drop a permanent magnet?
A. its polarity will be changed. C. its force will increase
B. it will gain polarity D. its magnetic property will be lost.
XI. Agreement:
Bring the following materials (by group):
 at least 2 small magnetic compasses
 one 3-inch iron nail
 masking tape or corkstopper
 paper or any small scooping device
 cellular phone/any gadget with camera
 strong bar magnet
 narrow test tube (5/8” wide) or clear straw (5/8” wide)
 iron filings
References:

Lesson 3.3.3.-Inducing Magnetism
Activity 3
Induced Magnetism
Objectives:
Materials:
 bar magnet
Safety Precaution:
 Handle the magnet with care so as not to drop it. It could break, chip off
and weaken upon impact.
Procedure:
1. Use the bar magnet and nails to find answers to the questions below.
Record your answers on your science notebook. Use diagrams to support
your answers.
Guide Questions:
Q1. What happens if you bring two iron nails close to (or touching)
each other?
Q2. If you bring a bar magnet close to (or touching) the first iron nail,
can the first iron nail attract and lift a second nail? A third one?
Q3. What happens if vary/change the distance between the magnet
and the nail/s?
Q4. If the north pole of the bar magnet suspends the first nail by
attraction, what is then the nail’s polarity of induced magnetism in the
indicated regions? Why?
Figure 4. Magnetic Induction on Hanging Screws
2. Choose the correct term from the enclosed choices that should go into the
blank spaces on the “Sum it Up Challenge!”
Sum it Up Challenge!

Answer to the Guide Questions:
Q1. What happens if you bring two iron nails close to (or touching) each
other? There is no observable effect in bringing two iron nails close to (or
touching) each other.
Q2. If you bring a bar magnet close to (or touching) the first iron nail, can the
first iron nail attract and lift a second nail? A third one? A bar magnet brought
close to (or touching) the first iron nail makes the first iron nail capable to
attract and/or lift a second nail and another or so depending on the magnet’s
strength.
Q3. What happens when you move the bar magnet far from the nails? The
first nail may still attract the second nail and another one or more depending
on the strength of the induced magnetism but not as strong as before when
the magnet was still close to (or touching) the first magnetized nail
Q4. If the north pole of the bar magnet suspends by attracting the first screw
shown below, what is the screw’s polarity of induced magnetism in the
indicated regions? Why?
Figure 4. Magnetic induction on hanging screws with induced polarities.
The head of the first screw served as the magnetic south-seeking pole by
principle that unlike magnetic poles attract and like magnetic poles repel.
Thus, it can be said that the free end of the screw served as the magnetic
north pole.

Sum it Up Challenge!
The process by which the screws become magnets is called 1.
magnetic induction This same process is the reason why magnets 2. attract
non-magnetized magnetic substances such as the screw. The screw
becomes 3. an induced magnet with the end nearer the magnet having 4. an
opposite polarity to that of the permanent magnet. Hence attraction happens
5. after magnetic induction occurs

Lesson 5
Competency:
I. Objectives:
 Identify the polarities and strengths of a bar magnet and magnetized
objects using a compass.
 Demonstrate magnetization by stroking
.
II. Topic:
Detecting and Creating Magnetism
 masking tape or corkstopper
 iron filings
IV. References:
It would be best to have the students get used to orienting their
compasses along the geographic North-South alignment of the compass
needle prior to introducing the magnet into the activity setup. For some
classes, there might be a need to review the parts of a typical magnetic
compass to remind the students that a compass needle is a small magnet that
is free to pivot in a horizontal plane about an axis and that the end of the
magnet that points to geographic north is called the north (N) pole. Likewise,
the opposite end of the magnet is the south (S) pole.
VI. Activity:
(Refer to attached Teacher’s Hand-out)
VII. Analysis:
PART A. North meets south
Q1. What happens when you randomly move the bar magnet
roundabout and above the compass one foot or farther? Nearer
than a foot?

Q2. Compass needles are tiny magnets that are free to indicate the
north and south poles of a magnet? What do you need to do to
know the magnet’s polarities?
Q3. What does the compass needles indicate about the iron nail shown
below in Figure 6?
Figure 6. Use of Compass Needles for Checking the Magnetism
PART B. By the touch of a magnet
Q1. In step no. 4 are the iron filings in the test tube magnetized? If yes,
which end is the north and which is the south? If no, what else can
be done to magnetize it? Try and record your idea.
Q2. What happened to the iron filings magnetism after several shakes?
VIII. Abstraction:
Can you magnetize also an iron nail by stroking? Explain your answer
IX. Application:
The pointer of a compass is made using a small magnet. Can you tell
why the compass always points in the north-south direction?
X. Assessment:
1. What happens when you randomly move the bar magnet roundabout
and above the compass at a closer distance?
A. The compass needle is at equilibrium
B. the compass needle rotates slowly
C. the compass needle rotates in fast motion
D. any of the above situation
2. What happens when you randomly move the bar magnet around
about and above the compass at greater than one foot distance?
A. The compass needle is at equilibrium
B. the compass needle rotates slowly
C. the compass needle rotates in fast motion
D. any of the above situation
3. Choose which of the following situations shows magnetization of a
given materials.
A. Shaking the iron fillings on a test tube after rubbing it on a magnet
B. Putting iron fillings and stroking a magnet on it.
C. Stroking an iron nail on a magnet than dropping it.
D. Attracting paper and plastics using a magnet.

4. Which situation/s shows demagnetization process? Use the above choices.
A. a only B. b and c only C. a and c only D. d only
5. Which can be magnetized by stroking method?
A. iron nail B. sand C. iron fillings on paper D. all of
the above
Agreement:
Research the contributions of the following scientists in the development of
electricity and magnetism.
a. Hans Christian Oersted
b. Michael Faraday
References:

Lesson 3.3.4-Detecting and Creating Magnetism
Activity 4
Objectives:
 Identify the polarities and strengths of a bar magnet and magnetized
objects using a compass.
 Demonstrate magnetization by stroking.
Materials:
 masking tape or cork stopper
 iron filings
Safety Precautions:
 Use the magnet, compass, test tube, and the gadget with camera with
care so as not to drop any of these.
 Make sure that iron filings remain sealed inside the test tube or the
transparent straw (cool pearl taped on both ends). Avoid the iron filings
from sticking directly to the magnet.
Procedure:
1. Checking Polarity. Place one magnetic compass on a horizontal surface.
Then, move a bar magnet around and above it exploring the strength and
polarities of the magnet. If a cellular phone or any gadget with built in camera
is available, take pictures of the magnetic compass needle orientations
for different locations around the bar magnet. Draw the compass needle
directions and write your observations regarding the magnetic field strength
on your science notebook and answer the guide questions.
Guide Questions:
Q1. What happens when you randomly move the bar magnet roundabout and
above the compass one foot or farther? Nearer than a foot?
Q2. Compass needles are tiny magnets that are free to indicate the north and
south poles of a magnet? What do you need to do to know about the
magnet’s polarities?
Q3. What does the compass needles indicate about the iron nail shown below
in Figure 6?

Figure 6. Use of Compass Needles for Checking the Magnetism
1. Magnetization by stroking. Pour iron filings on a sheet of paper and check
whether the filings are still non-magnetized. If magnetized, stir or move the
iron filings gently on the paper.
2. Fill carefully the narrow test tube up to a quarter with these iron filings.
Cover with masking tape or cork.
3. Hold the closed test tube horizontally. Shake or roll gently with your fingers
to level out the iron filings inside.
Figure 7a. Leveling the Iron Filings inside the Test Tube
4. Then when leveled, touch with the north-pole end of the permanent magnet
the test tube’s curved end. Move the magnet along the test tube from this end
to the covered end. Lift the magnet off the test tube and repeat with ten or
more strokes. On your science notebook, observe and record what happens
inside the tube.
5. Gently lay the test tube on a table and bring compasses near both ends of
the test tube as shown in Figure 7.b below. Observe and record what
happens.
Figure 7b. Testing Induced Magnetism on the Iron Filings

6. Carefully shake the test tube as shown in Figure 7.c, without moving the
compasses. Test for the presence of magnetism again. Record your
observations.
Figure 7c. Shaking the Iron Filings inside the Test Tube
Guide Questions:
Q1. In step no. 4 are the iron filings in the test tube magnetized? If yes, which
end is the north and which is the south? If no, what else can be done to
magnetize it? Try and record your idea.
Q2. What happened to the iron filings magnetism after several shakes?

Answers to Guide Questions:
Q16. What happens when you randomly move the bar magnet roundabout
and in circles above the compass one foot or farther? Nearer than a foot?
Answers will vary. Sample answers:
On exploration of the compasses ability to indicate the magnet’s
strength:
• For button compasses: When the bar magnet was moved around the
compass one foot or farther away from the still compass on a horizontal
surface, the compass needle slightly deflected clockwise or counterclockwise
or nothing happened to it at all. For moving the bar magnet in circles a foot or
farther above the compass, the compass needle slightly rotated in the same
direction or nothing at all.
• For button compasses: But when the bar magnet was moved around
the compass nearer than a foot from the compass, the compass needle
deflected clockwise or counterclockwise more noticeably. For moving the bar
magnet in circles nearer than a foot above the compass, the compass needle
rotated more easily in the same direction as the rotating magnet.
• For bigger compasses that has magnetic needles twice as long as
that of the button compasses, the above observations are much more
noticeable even at a two - feet separation from the same magnet. This
suggests that the longer needle has greater attractive or repulsive interaction
with the magnet. On exploration of the compasses ability to indicate the
magnet’s polarity:
• For all noticeable deflections, when the north end of the bar magnet is
brought near the south end of the compass needle, the needle is attracted
and moves towards the magnet. So when the magnet is moved around the
compass in whatever direction, the compass needle follows with it.
• But when the north end of the bar magnet is brought near the north of
the compass needle, the needle rotates away from the magnet’s north end
due to repulsion until the south end of the compass needle is nearest the
north end of the magnet.
Q17. Compass needles are tiny magnets that are free to indicate the north
and south poles of a magnet? What do you need to do to know the magnet’s
polarities?
Lay the magnet on a horizontal surface and place the button compass
right next to the magnet’s north end. The compass needle will point away from
the magnet’s north end.
Move the compass towards the south end of the magnet along the
horizontal surface and see the compass needle pointing towards the south
pole of the bar magnet.
Q18. What do the two compass needles indicate about the iron nail that is
shown below?

Figure 5. Compass needles for checking an object’s magnetism
through the presence of two opposite poles.
Because both compass needles are still aligned along the same North-South
geographic direction, it can be inferred that the non-polarized iron nail, though
magnetic in nature, has not yet been magnetized.
Sample Data for Activity 4 Part B:
Sample results and observations for step 4:
Figure 6. Magnetization of enclosed iron filings by stroking.
Inside the test tube or transparent straw (cool pearl straw taped on
both ends), the iron filings are attracted to the magnet during stroking,
whether the magnet is touching or close to the test tube.
Sample result for step 5:
Figure 7. Testing for the induced magnetism on an enclosed iron filings using
the compass.
Q19. Are the iron filings in the test tube or straw magnetized? If yes,
which end is the north and which is the south? If no, what else can be done to
magnetize it? Try and record your idea.

Yes, the iron filings inside the test tube/straw are magnetized. The iron filings
inside the test tube/straw were magnetized by stroking. The end of the test
tube/straw (cork/right end) was induced as the south-pole. The starting/left
end always have the same induced polarity as the polarity of the magnet’s
end that was used for inducing magnetism by stroking.
If no: Run additional strokes to induce stronger magnetism results. See to it
that at the corked/right end of the test tube/straw, the bar magnet is totally
pulled up and away slowly (detaching iron filings slowly from the straw/test
tube’s top side). Then the magnet is made to touch again the test tube/straw
at the starting (curved bottom)/left end. Do this until similar results for the
magnetized iron filings are observed.
The extension activity on magnetizing an iron nail by stroking has
similar results to the more visual magnetization by stroking of the iron filings
inside the test tube.
Q20. What happened to the iron filings magnetism after several shakes? How
do you know this?
The iron filings lose their induced magnetism after an adequate number
of shakes.

Lesson 6
Competency:
I. Objectives:
 Explore the magnetic domains of a latch magnet.
 Observe and draw magnetic field patterns surrounding different
magnets and magnet combinations.
 Observe and draw magnetic field patterns surrounding a simple
electromagnet and a current carrying coil of wire.
II. Topic:
Magnetic Field
 an improvised magnetic board/ white bond paper
 a pair of latch/refrigerator magnets
 1 disk magnet
 small magnetic compasses
 connectors with alligator clips
 a pair of bar magnets
 1 knife switch
 1 neodymium magnet
 1 U-shaped magnet
 2-m copper wire (AWG # 22)
 battery holders with 2 AA battery
IV. References:
http:// www.youtube.com/watch?v=hFAOXdXZ5TM.
There is an enlightening short video “Magnets: How do they
work” from Veritasium and Minute Physics that can be viewed at http://
www.youtube.com/watch?v=hFAOXdXZ5TM.
Discuss briefly the concept of electromagnetism by Hans
Christian Oersted and Electromagnetic Induction by Michael Faraday
Introduce the concept of magnetic field.
VI. Activity:
Oh Magnets, Electromagnet…
May the forces be in your field!
(Refer to the attached Teacher’s Hand-out)

VII. Analysis:
PART A. Watch their domains!
Q1. What have you noticed when you pulled the magnet on top
perpendicularly across the other? What does this tell you about the
magnetic field around the latch magnet?
Q2. How do you relate the flapping interactions of the latch magnets, at
different orientations, to their magnetic domains?
PART B. Within the lines…
Q1. Compare the magnetic field patterns drawn in Table 7. What
similarities and differences have you seen among them?
Q2. What do the magnetic field patterns, shown on the magnetic board,
indicate about the strength of the magnets?
Q3. What do the magnetic field patterns indicate about the forces of
interaction between magnets?
Q4. How will you use the button compasses to describe/determine the
forces of interaction between magnetic poles?
VIII. Abstraction:
Draw the magnetic field between:
a. like pole of the magnet
b. unlike poles of the magnet
c. U-magnet
IX. Application:
How Electromagnetism Changed our World?
X. Assessment:
Direction: Analyze the situation then write TRUE if the statement is
correct and FALSE if it is incorrect.
1. The stronger the magnetic field is, the more concentrated or closer
the magnetic lines of force are. There, the greater the force magnetic
objects feel. TRUE
2 . When the lines are uniform, the magnetic field strength is also
uniform. TRUE
3. If the two bar magnets with two unlike poles which are close in
between is brought together, the magnetic field pattern will resemble
that of the double bar magnet. Lines from one pole enter the other
pole. FALSE
4. The magnetic field patterns of an electromagnetic nail, a current
carrying straight conductor, and a current carrying coil are similar to
that of the single bar magnet. TRUE
5. The farther the magnets with one another the strongest is the
magnetic line of force. FALSE

XI. Agreement:
Differentiate the following terms:
a) Electric Field
b) Magnetic Field
References:

Lesson 3.3.5-Magnetic Field
Activity 5
Oh Magnets, Electromagnet…
May the forces be in your field!
Objectives:
 Explore the magnetic domains of a latch magnet.
 Observe and draw magnetic field patterns surrounding different
magnets and magnet combinations.
 Observe and draw magnetic field patterns surrounding a simple
electromagnet and a current carrying coil of wire.

Materials:
 an improvised magnetic board
 white bond paper
 a pair of latch/refrigerator magnets
 small magnetic compasses
 a pair of bar magnets
 1 neodymium magnet
 1 U-shaped magnet
 2-m copper wire (AWG # 22)
 1 disk magnet
 connectors with alligator clips
 1 knife switch
 battery holders with 2 AA battery
(Flat plastic bottle, water/Glycerin, iron filings/iron sand or
Bargaja)
Figure 8. Commercial latch magnets (commonly known as flexible sheet
refrigerator magnets), and an improvised magnetic board which is made by
filling completely a leak-free, flat container(preferably plastic) with
water/mineral oil, and magnetic sand).
Safety Precautions:
 Use the magnets, compasses, and magnetic boards with care so as
not to drop any of these.

 The neodymium magnet is many times stronger than the ordinary disk
magnet that can hold papers on refrigerator doors. Be careful not to get
your fingers pinched between this kind of magnet and other magnetic
material.
 Open after use the switch for the current-carrying conductors,
electromagnetic nail and the current-carrying coil.
Procedure:
1. Use an improvised magnetic board and a pair of latch or refrigerator
magnets similar to those shown below to observe magnetic field lines.
2. Lay each latch magnet under the magnetic board. Tap gently the board
until a clear pattern is formed by the iron filings. On your science notebook,
draw the pattern made by the iron filings on a table, similar to Table 7. Note
the orientations of the magnetic field pattern for each latch magnet. Label if
needed.
3. Place one magnet on top of the other. Make sure that they are arranged
perpendicularly with each other. Hold the magnet on top as shown in Table 6
below (first row). Slowly and gently pull the magnet (towards you) as shown.
4. Observe what happens. Record your observations on a table similar to
Table 6
Table 6: Interaction of a pair of latch magnets when dragged at different
orientations

Guide Questions:
Q1. What have you noticed when you pulled the magnet on top
perpendicularly across the other? What does this tell you about the magnetic
field around the latch magnet?
Q2. How do you relate the flapping interactions of the latch magnets, at
different orientations, to their magnetic domains?
1. Place the different magnets and electromagnets under the
improvised magnetic board one at a time. Each time, gently tap the
magnetic board until a clear pattern is formed. On your science
notebook, draw the pattern made by the iron filings on a table similar to
Table 7.
Table 7. Magnets and Current-carrying Conductors

Guide Questions:
Q23. Compare the magnetic field patterns drawn in Table 7. What similarities
and differences have you seen among them?
Q24. What do the magnetic field patterns, shown on the magnetic board
Q26. How will you use the button compasses to describe/determine the forces
of interaction between magnetic poles?
1. The different magnets and electromagnets are placed under the improvised
magnetic board one at a time. On your science notebook, draw the pattern
made by the iron filings on a table similar to Table 7.
Table 7. Magnetic field patterns surrounding magnets and current-carrying
con
duc
tors

Guide Questions:
Q1. Compare the magnetic field patterns drawn in Table 7. What similarities
and differences have you seen among them?
Q2. What do the magnetic field patterns, shown on the magnetic board,
Q4. How will you use the button compasses to describe/determine the forces
of interaction between magnetic poles?
Sample Data for Activity 5A:
Table 6. Interaction of latch magnets when pulled at different orientations

Q1. How will you describe and explain the magnetic field of a
latch/refrigerator magnet? Most refrigerator magnets will show an alternating
pattern of bands formed by the iron filings inside the magnetic board. The
dark bands are created by a concentration of iron filings aligning along
magnetic field lines. This is suggestive of a net force of attraction present
between unlike poles. On the other hand, the lighter bands are created by the
absence of iron filings/magnetic field lines suggestive of a net force of
repulsion present between like poles.
Q2. How do you relate the flapping interactions of the latch magnets at
different orientations to their magnetic domains? The moving up of the top
latch magnet below suggests a net force of repulsion between the two
touching ends of the latch magnet.
Q1. How would you describe and compare the magnetic field patterns
on Table 7?
• In general, the iron filings that align along the magnetic field lines
concentrate most near the poles. The lines from one pole flow outside a
magnet or a paramagnetic source and enters the other end, going back inside
the magnet to form close loops generally referred to as lines of force.
• The magnetic field patterns of an electromagnetic nail, a current carrying
straight conductor, and a current carrying coil are similar to that of the single
bar magnet.
• The magnetic field pattern between the poles of a U-shaped magnet
resembles the field pattern between unlike poles of two bar magnets.
• If the two bar magnets with two unlike poles which are close in between is
brought together, the magnetic field pattern will resemble that of the single bar
magnet. Lines from one pole enter the other pole.
• The magnetic field pattern between two north poles of two bar magnets
resemble the magnetic field pattern between two south poles of two bar
magnets. Lines from one pole bend away from the lines flowing out or flowing
into the other pole.
• Both the disk magnet and the neodymium magnet have radial magnetic field
lines. The iron filings surrounding radially the disk magnet is less concentrated
than the radial magnetic field lines surrounding the neodymium magnet which
is many times stronger.

• Because of the neodymium’s strength, it pulls more iron filings towards it,
pulling even those that are already far, making a region where the forces
between magnetically induced iron filings are weaker than the neodymium
magnet’s pull on them. Thus, there is a space without iron filings anymore.
• The latch or refrigerator magnet has parallel alternating magnetic field
bands. The dark bands of concentrated iron filings are wider than the bands
almost.
Q2. How do the magnetic field patterns shown on the magnetic board indicate
the strength of the magnets?
The stronger the magnetic field is, the more concentrated or closer the
magnetic lines of force are. There, the greater the force magnetic objects feel.
In these regions, the greater magnetic force of induction is experienced by the
iron filings that align along the magnetic field lines. When the lines are
uniform, the magnetic field strength is also uniform. So, at the poles where
magnetic field lines flow out or flow into, the magnetic field strength is not
uniform. It is the strongest where the lines are closest.
Q3. How do the magnetic field patterns indicate the forces of interaction
between magnets?
The lines between like poles bend away from each other then goes
back towards the other end to form close loops inside out, never meeting. On
the other hand, the lines between unlike poles flow out from one end and
enter the other end. Furthermore, the region between two unlike poles have
concentrated lines showing the forces of attraction between
Q4. How will you use the button compasses to trace the magnetic field
direction and the kind of forces present in the field?
• Place a button compass over the geometric center of a magnet, say a bar
magnet, and move it along the iron filings alignment towards a pole. The
compass needle points out from the north-pole end of the magnet. • Outside
the magnet, the compass needle moving along the close loops of iron filings,
ends up pointing to the south-pole

Lesson 7
Competency:
I. Objectives:
 Predict the electric field directions and patterns in different locations
surrounding charges and combinations of it.
 Relate electric field strength E to distance quantitatively and
qualitatively
 Predict the magnetic field directions and patterns in different locations
around the earth, a bar magnet and combinations of magnets.
 Relate magnetic field strength to distance quantitatively and
qualitatively.
II. Topic:
Electric and Magnetic Field
 Table 8 Electric Fields, Forces, and Forms (E-3Fs)
 Table 9 Magnetic Fields, Forces and Forms (M-3Fs)
 Science notebook and pen
 PC unit and accessories installed with PhET Interactive Simulation (for
an actual offline or online activity-if available)
IV. References:
Draw the magnetic field between:
d. like pole of the magnet
e. unlike poles of the magnet
f. U-magnet
Point out that the results for the bar magnet field patterns would be the
same. The difference lies on the clear close loops that can be simulated here
compared to the actual discontinuous alignment of iron filings shown on the
magnetic board.
VI. Activity:
Electric Field and Magnetic Field Simulation
Electric Fields, Forces, and Forms (E-3Fs)
Magnetic Fields, Forces, and Forms (M-3Fs)
(refer to attached Teacher’s Hand-out 2.3.6)

VII. Analysis:
Match the images to the numbered descriptions shown on the upper
left of Table 8 and 9. Using the number and letter codes, write your answers
on your science notebook.
VIII. Abstraction:
Compare the similarities and differences of electric field and magnetic field
based on the diagram.
IX. Application:
In this activity, a simulation of the earth’s magnetic field pattern and
magnetic poles can be shown relative to the geographic pole. But with this
feature the students can relate the actual use of a magnetic compass in
finding geographic locations. So, this simulation part is worth exploring by the
students
X. Assessment:
1. The magnet North pole is oriented at the magnetic compass. What is
the direction of the compass needle deflection?
A. North pole
B. South pole
C. North- South Pole
D. South-North pole
2. When two same charges are oriented with one another, what pattern is
formed?
A. they repel each other
B. they attract with each other
C. they collide into one another
D. they deflect as two different charges.
3. Which is properly matched?
A. positive charge: inward direction
B. positive charge: outward direction
C. positive charge: any direction
D. positive charge: undetermined direction
4. Which describes a south magnetic pole vs. north magnetic pole as to
its direction?
A. they repel each other
B. they attract each other
C. they do not interact with each other
D. they collide with one another
5. Which interaction will show the force of repulsion?
A. N to S B. S to S C. S to D. North pole only

XI. Agreement:
How to determine the direction of the magnetic field relative to the
direction of current through:
a) A straight current-carrying conductor?
b) A current-carrying coil?
References:

Lesson 2.3.6-Electric and Magnetic Field
Electric Field and Magnetic Field Simulation
Electric Fields, Forces, and Forms (E-3Fs)
Magnetic Fields, Forces, and Forms (M-3Fs)
Objectives:
 Predict the electric field directions and patterns in different locations
surrounding charges and combinations of it.
 Relate electric field strength E to distance quantitatively and
qualitatively
 Predict the magnetic field directions and patterns in different locations
around the earth, a bar magnet and combinations of magnets.
 Relate magnetic field strength to distance quantitatively and
qualitatively
Materials:
 Table 8 Electric Fields, Forces, and Forms (E-3Fs)
 Table 9 Magnetic Fields, Forces and Forms (M-3Fs)
 Science notebook and pen
 PC unit and accessories installed with PhET Interactive Simulation (for
an actual offline or online activity-if available)
Procedure:
1. Study the letter-coded images of charges and electric fields in Table
8 and 9. Each image will help you explore the PhET-generated electric field
patterns, electric field directions, electric field strengths, magnetic field
patterns, magnetic field lines directions, and magnetic field strengths.
2. Match these images to the numbered descriptions shown on the
upper left of Table 8 and 9. Using the number and letter codes, write your
answers on your science notebook.
Table 8. Electric Fields, Forces, and Forms (E-3Fs) and Table 9.
Magnetic Fields, Forces, and Forms (refer to the attached sheet)
Optional Activity: PhET-based interactive simulation on electric fields and
magnetic fields
 For online simulation, navigate http://phet.colorado.edu through a web
browser. Offline versions can also be downloaded and installed. Once
installed, simple click the PhET icon to open the installed program.
.

Table 8. Electric Fields, Forces, and Forms (E-3Fs)

Table 9. Magnetic Fields, Forces, and Forms

Answers to the Activity:
Of Electric Fields, Forces and Forms
1. H 2. D 3. C 4. B 5. E 6. G 7. F 8. A
Of Magnetic Fields, Forces and Forms
A. 1 B. 6 C. 7 D. 2 E. 8 F. 5 G. 3

Lesson 8
Competency
trough the coil (S10FE-III-53)
I. Objectives
 Explore the magnetic field around a current-carrying conductors
 Determine the direction of magnetic field relative to the direction of
current
II. Topic
Oersted’s Discovery
III. Materials
3 wooden blocks with holes
1 button magnetic compass
#14 gauge insulated copper wire, 20-50 cm
3 to 4 connecting wires
4AA dry cell and holder
1 fuse holder and fuse
Science notebook and pen
1 knife switch
5 cm2 used rubber mat
Cutter
Tape
3 to 4 cm diameter magnetic compass
1.5 m hook wire (#22 stranded)
IV. References
Science learners’ Material in G10, pp.110-114
Science G Teacher’s Guide in G10 pp. 94-98
V. Preliminary Activity/ Priming
Ask students if it possible to create magnets using electricity? Let
students explain his/her answer. Allow 2-3 minutes for this activity.
VI. Activity
Do Activity “Magnetic Field Around Current Carrying Conductors”
LM pp. 110-114
VII. Analysis
Analysis:
1. From a top-view perspective, in what direction does the north pole of
the compass needle point to when the compass was positioned around
the vertical current-carrying straight conductor?
2. From a top-view perspective and with the current’s polarity reversed, in
what direction does the north pole of the compass needle point to when
the compass was positioned around the vertical current-carrying
straight conductor?

the compass needle, at the center of the current-carrying coil of wire,
point when the current’s polarity was reversed?
5. How will you compare the magnitude of the compass needle
deflections for the different number of loops in the current-carrying coil?
6. If you will straighten the shortened coil of wire, how will you compare
the magnitude of the compass needle deflection, at the center of the
previous current-carrying coil, to the present current-carrying straight
conductor? Why?
7. What would be the direction of the magnetic field around the current
carrying solenoid when the switch is closed?
8. Using arrows draw the magnetic compass needle directions at the
indicated locations in Figure 11b. Then indicate which ends of the
solenoid acts similar to the north and south poles of a bar magnet.
VIII. Abstraction:
Let the students watch video lesson entitled “Current carrying wires” from
Physics in Everyday Life (See video attachment given with the lesson guide)
IX. Application:
Cite some advantages of electromagnets compared to natural magnets.
X. Assessment
Draw the different magnetic field patterns and its direction with
different direction of current.
XI. Agreement:
1. What is an electric motor?
2. Draw and give the functions of the parts of the motor.
3. Bring the materials needed for the next activity. See LM, pp. 115-117

Lesson Plan 2.3.6- Oersted’s Discovery
Activity
Magnetic Field Around Current-carrying Conductors
(Adapted from the DepEd-NSTIC Activity on Magnetic Fields and Electric
Currents)
Objective(s):
• Using a compass, explore the magnetic field around current-
carrying conductors.
• Use the compass to determine the direction of the magnetic field
relative to the direction of current through: a) a straight current-
carrying conductor; and b) a current-carrying coil.
XII. Materials
3 wooden blocks with holes
1 button magnetic compass
#14 gauge insulated copper wire, 20-50 cm
3 to 4 connecting wires
4AA dry cell and holder
1 fuse holder and fuse
Science notebook and pen
1 knife switch
5 cm2 used rubber mat
Cutter
Tape
3 to 4 cm diameter magnetic compass
1.5 m hook wire (#22 stranded)
Safety Precautions:
Open the switch after observation to conserve energy. Batteries and wires
may become hot if current flows for very long.
Procedure:
Refer to LM LM, pp. 110-114.
Answer to Analysis:
PART A. Magnetic Field around a Straight Conductor
the compass needle point to when the compass was positioned around
the vertical current-carrying straight conductor?
With conventional current moving up the vertical wire, the north pole of
the compass needle point counterclockwise about the wire.

Figure 15. With the circuit close, conventional current is sent up the
straight conductor causing a counterclockwise rotation of the compass
needle about the wire.
2. From a top-view perspective and with the current’s polarity reversed, in
what direction does the north pole of the compass needle point to when
the compass was positioned around the vertical current-carrying
straight conductor?
With conventional current moving down the vertical wire, the north pole
of the compass needle point clockwise about the wire
Figure 16. With the circuit close in (b) and (c), conventional current is
sent down the straight conductor causing a clockwise rotation of the
compass needle about the wire.
PART B. Magnetic Field around a Coil of Conductor
point?

Figure 17. (a) The north pole of the compass needle points north
when the circuit is open and no current flows in the coiled wire. (b) The
north pole of the compass needle points south when the circuit is close
and current flows in the coiled wire.
Following the right-hand rule, grasp the farthest loop of the coil from
the positive end of the coil, with the right thumb in the direction of the
conventional current. Note that the direction of the curled fingers point
south.
With current flowing in reverse, the compass needle now points north
.
5. How will you compare the magnitude of the compass needle
deflections for the different number of loops in the current-carrying coil?
A decrease in the number of loops in the coil means a shorter wire and
a weaker magnetic field, causing less noticeable, compass needle
deflections.
6. If you will straighten the shortened coil of wire, how will you compare
the magnitude of the compass needle deflection, at the center of the
previous current-carrying coil, to the present current-carrying straight
conductor? Why?
The magnetic field increases in direct proportion to the number of
turns/loops in a coil. Thus, the compass needle, at the center of the
coil of wire, deflects more than the compass needle about a straight
wire.
Extending Inquiry – A solenoid (a coil of wire in which the length is greater
than the width) was made using a 3-meter long magnetic wire wound
clockwise from left to right around the iron rod. Current was then made to
flow through it using a circuit similar to what is shown to Figure 11 a.

7. What would be the direction of the magnetic field around the current
carrying solenoid when the switch is closed?
With the current flowing counterclockwise from the positive end to the
negative end, the magnetic field around the current-carrying coil enters
the positive end of the coil and leaves the negative end.
8. Using arrows draw the magnetic compass needle directions at the
indicated locations in Figure 11b. Then indicate which ends of the
solenoid acts similar to the north and south poles of a bar magnet.
Figure 18. The north pole of the compass needle points into the
positive end of the current-carrying coil and points out of negative end
of the coil
The positive end of the current-carrying coil acts similar to a south pole
of a bar magnet while the negative end acts similar to a north pole.

Lesson 9
Competency:
 Explain the operation of a simple electric motor and generator.
( S10FE-IIj-54)
I. Objectives:
Build a simple electric motor.
Explain the operation of a simple electric motor.
II. Topic:
Electric Motor
1 AA battery
3 Neodymium magnets, 1/2” – 3/4”
pliers or long nose
AWG #14 – 18 solid and bare copper wire (~30 cm)
science notebook and pen
Internet connection for student research
IV. References:
http://www.instructables.com/id/How-to-Make-a-Homopolar
 Before performing the activity, the students are tasked to do some
researches on how to make a simple D.C. motor. They are also
reminded of the following:
Make sure that the students do not play with these kinds of magnets
because it can cause blood blisters on fingers or skin sandwiched
between two such magnets. Caution the students to slowly allow the
magnets to come together, taking care no finger gets pinched! If the
magnets snap on each other by proximity, they may chip or break.
 Caution also the students to watch out where they place these strong
magnets. These could erase recorded memories on magnetic tapes,
computer disk drives, magnetic cards or distort signals on TV screen,
computer monitors or loosen parts of mechanical watches.
 Ensure also that the students remove the battery as soon as the
rotation effect on the mounted conducting wire is observed. These
could get hot.
Activity:
This is a do-it-yourself activity on a simple electric motor that makes use of 2
or 3 neodymium magnets. Each one much stronger than the ordinary disk
magnets. These magnets are part of the Basic Science Materials and
Equipment made available in most public secondary schools.

Should the students choose different materials / ways of constructing simple
d.c. motor, allow them as long as it is doable and materials are available.
Their methods and materials should be based on the researched activity done
before.
VI. Analysis:
1. What happens to the shaped wire once positioned over the battery’s
positive terminal and with both wire ends curled loosely touching the
magnets?
2. What additional observations about the electric motor model were you
able to experience?
3. What will happen if the number of neodymium magnets used is varied?
4. What are the basic parts/elements of a simple electric motor?
VII. Abstraction:
In this activity, a simple DC motor was assembled using a single coil that
rotates in a magn etic field. The direct current in the coil is supplied via two
brushes (ends of the shaped wire) that make a moving contact with a split ring
(During rotations, from time to time, the ends of wire alternately disconnect
from their touch with the disc magnet). The coil lies in a steady magnetic field
provided by the neodymium magnets. The electromagnetic forces exerted on
the current carrying wire create a torque (rotation-causing force) on the coil
(rotor).
Figure 19 A diagram of the simple DC motor showing the directions of the DC
current on the shaped wire, the magnetic field by the neodymium magnets
and the electromagnetic force causing the rotation.
IX. Application:
Challenge students to create mini cutter using dynamo from toy car, crown
from a soft drinks bottle and battery.

X. Assessment:
1. In an electric motor current flows through the wire which starts to move,
slowly at first, and then rotating faster. Which correctly describes the
functions of a wire?
A. Conductor B. Detector C. Electric Field D. Insulator
2. Decreasing the number of neodymium magnets will take a longer time
for the current-carrying wire to rotate at a slower rate (or not at all), this
is because…….
A. Electromagnetic Force is Lesser
B. Electromagnetic Force is Moderate
C. Electromagnetic Force is Greater
D. D. Electromagnetic Force is negligible
3. The basic parts/elements of a simple motor are the moving charges in a
conductor within the influence or region of a magnetic field. This
involves…
A. Kinetic Energy C. Potential Energy
B. C. Chemical Energy D. Mechanical Energy
4. An electric motor is simply a device that uses electrical energy to do
mechanical work or is a device that converts electrical energy into
rotational mechanical energy. Which type of mechanical energy is
appropriate for an electric motor?
A. Static B. Rotational C. Potential D. Mechanics
5. Which energy transformation is for electric motor?
A. Electrical to Heat
B. Electrical to Mechanical to Heat
C. Mechanical to Electrical
D. D. Heat to Mechanical
XI. Agreement:
Define electromagnetic induction.
References:

Lesson 2.3.7-Electric Motor
Activity
Making Your Own Electric Motor
Adapted from http://www.instructables.com/id/How-to-Make-a-Homopolar
Objectives:
• Build a simple electric motor.
• Explain the operation of a simple electric motor.
Materials:
• 1 AA battery
• 3 Neodymium magnets, 1/2” – 3/4”
• pliers or long nose
• AWG #14 – 18 solid and bare copper wire (~30 cm)
• science notebook and pen
Safety Precautions:
• The neodymium magnet is many times stronger than the ordinary disk
magnet that can hold papers on refrigerator doors. Be careful not to get your
fingers pinched between these magnets and other magnetic
materials.
Procedure:
1. Assembly of the Electric Motor Model – Cut the length of copper wire
into three pieces. With the use of the pliers, shape the three wires into
a spiral, square, heart or any figure to your liking similar to what is
shown in Figure 13.
2. Make a sample pile of the three neodymium magnets, the battery and
the shaped copper wire. Make adjustments to the length and width of
the shaped wire. See to it that there is a bare connection between the
wire ends and the neodymium magnet and also between the pivot part
(balancing point) of the wire and the positive terminal of the battery.
Scrape or sand off the material insulating the wire at these indicated
points. Disassemble the set up when making the needed shape
adjustments and sanding of the copper wire.

3. Testing of Model – Carefully pile with the three neodymium magnets
and the battery on a level surface. Mount the shaped wire, with its pivot
part as a rotating point, over the positive terminal of the battery. Check
that the bottom ends of the wire curl loosely around the magnets
forming a closed circuit. You now have a simple DC electric motor
model that we will simply call a DC motor model. Give the current-
carrying shaped wire a gentle spin.
4. Observe and record what happens to the shaped wire. Warning!
Disconnect the DC motor model immediately after making
observations.
5. If your DC motor does not work, stretch your tolerance, abilities, and
knowledge. Have fun making your motor model demonstrate the effect
of an electromagnetic force on a conductor that is within a magnetic
field.

Answer to Analysis:
1. What happens to the shaped wire once positioned over the battery’s
positive terminal and with both wire ends curled loosely touching the
magnets?
With the shaped wire positioned over the battery and with its ends
curled loosely about the neodymium magnets, a closed circuit is
formed. Current flows through the wire which starts to move, slowly at
first, and then rotating faster. The gentle spin may be needed to jump
start only the rotational effect caused by an adequate electromagnetic
force present when charges in the wire move within the neodymium
magnet’s field.
2. What additional observations about the electric motor model were you
able to experience?
Answers may vary. For strong neodymium magnets and preferably a
thicker wire shaped differently, it is possible to hold the shaped
insulated wire on air and allow the battery to rotate instead of the wire.
3. What will happen if the number of neodymium magnets used is varied?
Decreasing the number of neodymium magnets will take a longer time
for the current-carrying wire to rotate at a slower rate (or not at all),
because of the weaker electromagnetic force (or not at all for the
removal of all magnets) produced within the weaker magnetic field.
4. What are the basic parts/elements of a simple electric motor?
The basic parts/elements of a simple motor are the following: moving
charges in a conductor within the influence or region of a magnetic
field.
5. Based on the activity, how will you explain the operation of a simple
electric motor?
An electric motor is simply a device that uses electrical energy to do
rotational mechanical work or is a device that converts electrical energy
into rotational mechanical energy.

Lesson 10
Competency:
 Explain the operation of a simple electric motor and generator. (S10FE-
IIj-54)
I. Objectives:
• Observe the deflection of a galvanometer needle when an electrical
cord crosses the Earth’s magnetic field.
• Measure and record the magnitude of the deflection of the
galvanometer needle when the electrical cord is rotated: a) slowly; c)
when aligned east to west; and b) quickly; d) when aligned north to
south.
• Explain the operation of a simple electric generator
II. Topic:
Electromagnetic Induction
• 10 to 20 meters flat wire (double wire, stranded) AWG #22
• two lead wires with alligator clip on at least one end
• level field or ground (at least 6 meters x 6 meters)
• micro-ammeter or galvanometer
• pliers or long nose
• one compass
IV. References:
cse.ssl.berkeley.edu/.../lessons/...electromagnetism/mag_electromag.p
df)
Electromagnetic induction is the process in which electric current is generated
in a conductor by a moving or changing magnetic field. Help the students
realize that both in Activity 10 (present lesson) the conductor is being moved
within a magnetic field while in Activity 11 (alternative lesson) it is the source
of magnetic field that is being moved relative to the steady conductor. Current
was generated in both activities.
VI. Activity:
Do activity entitled “Let’s Jump in” found in LM, pp. 117-120
VII. Analysis:
1. What effect does rotating a part of the loop have on the galvanometer?
2. What effect does the rotational speed of the loop have on the
generated electric current?
3. Which condition or its combination would result to the greatest
generated electric current? Smallest current? No current reading?

4. Why does the geographical alignment of the rotating jump wire affect
the galvanometer reading?
5. What are the basic components of the jump wire electric generator?
6. How will you explain the operation of a simple electric generator?
VIII. Abstraction:
Let the students view video lesson entitled “Current from Magnets”
from Physics in Everyday Life
IX. Application:
Create a simple generator using bicycle, dynamo and LED lamp.
X. Assessment:
Choose the letter of the best answer.
1. In a transformer, the ratio between the primary voltage and the
secondary voltage is equal to:
A. the ratio between the magnetic field in the primary coil
and the magnetic field in the secondary coil.
B. the inverse of the ratio between the number of loops in
the primary coil and the number of loops in the
secondary coil.
C. the ratio between the number of turns in the primary
coil and the number of turns in the secondary coil.
D. the ratio between the current in the primary coil and
the current in the secondary coil.
E. the ratio between the power in the primary coil and the
power in the secondary.
2. A bar magnet is moving downward, South Pole first, toward a
loop of wire.Which of the following best describes the current
induced in the wire?
A. Clockwise, as viewed from above
B. Counterclockwise, as viewed from above
C. The current alternates
D. There is no current induced in the wire

E. The direction of the current cannot be determined from the
information given here.
3. All of the following will affect an induced voltage, except:
A. moving the magnet relative to the conductor
B. moving the conductor relative to the magnet
C. using a permanent magnet instead of an electromagnet
D. rotating the magnet near the conductor
E. actively changing the strength of the magnetic field
3. What will happen if the magnet is moved closer to, or farther
away from the loop?
A. There will be an induced voltage in the loop that will
increase when the magnet is moved closer and decrease
when the magnet is moved farther away.
B. There will be an induced voltage in the loop that will
decrease when the magnet is moved closer and increase
C. There will be an induced voltage in the loop that will
decrease when the magnet is moved closer and increase
D. There will be no induced voltage in the loop.
E. Cannot be determined.
4. What will happen to the induced voltage if the size of the loop is
increased or decreased?
A. There will be an induced voltage in the loop that will increase in
magnitude when the loop is increased and decrease in magnitude
when the loop is decreased.
B. There will be an induced voltage in the loop that will decrease in
magnitude when the loop is increased and increase in magnitude
when the loop is decreased
C. There will be an induced voltage in the loop that will not depend on
the size of the loop.
D. There will be no induced voltage in the loop.
E. Cannot be determined.
XI. Agreement:
What are the factors affecting current in an electromagnetic induction?
References:

Lesson 2.3.8-Electromagnetic Induction
Activity
LET’S JUMP IN!
(Adapted from
cse.ssl.berkeley.edu/.../lessons/...electromagnetism/mag electromag.pdf)
Objectives:
• Observe the deflection of a galvanometer needle when an electrical
cord crosses the Earth’s magnetic field.
• Measure and record the magnitude of the deflection of the
galvanometer needle when the electrical cord is rotated: a) slowly; c)
when aligned east to west; and b) quickly; d) when aligned north to
south.
• Explain the operation of a simple electric generator.
Materials:
• 10 to 20 meters flat wire (double wire, stranded) AWG #22
• Two lead wires with alligator clip on at least one end
• Level field or ground (at least 6 meters x 6 meters)
• Micro-ammeter or galvanometer
• Pliers or long nose
• One compass
• Science notebook and pen
Safety Precautions:
• A galvanometer is a very low resistance instrument used to measure
very small currents in microamperes. It must be connected in series in
a circuit. Use the galvanometer with care and without dropping it.
• Jump in safely and observe taking turns.
Procedure:
1. Strip off at least 1” insulation on all ends of the 20 meter flat wire. Loop
the stranded wires together for each end. Connect the ends of the jump
wire to the terminals of the galvanometer using the connecting wires
with alligator clips.

Figure 14. Generation and detection of electricity using the Earth’s
magnetic field and rotating loop of conductor connected in series to a
galvanometer
2. Lay the loop of wire with the galvanometer on the ground. This long
loop of cord-galvanometer arrangement will serve as the closed circuit
jump rope electric generator. The galvanometer will serve as detector
of the electric current that may be generated due to the Earth’s
magnetic field and other essential components for electricity.
3. As shown in Figure 14, have members of your group stand on the jump
rope, one at the far end and two near the galvanometer to secure the
connections and directional marks for the chosen rotation alignment. If
possible secure the connections and alignment another way, so
everyone gets to observe the galvanometer freely as the cord is rotated
during the jumping activity.
4. Align the jump wire electric generator in any of the geographical
directions: (a) east to west, (b) north to south, and (c) northeast-
southwest directions using a compass as shown in Figures 15 and 16.
5. With half of the loop on the ground, have two group members on each
end pick up the free length of cord and rotate it clockwise or counter
clockwise (relative to the galvanometer end) like a jump rope as shown
in Figure 14 .Take turns rotating the cord and checking the
galvanometer, even jumping in for fun during the activity.

6. Try also rotating both half-lengths of the loop together and observe
also the galvanometer reading
g.
7. This time try to generate, measure, and record the electric current
readings. In doing so try to vary the following:
A. Speed of rotation.
B. Geographical alignment of rotation.
C. Direction of single-length loop rotation.
D. Length of rotated part.
E. Single or double half-length rotations.
8. Design and write your own graphic organizer for your observations on
your science notebook.
Answer to Analysis:
1. What effect does rotating a part of the loop have on the galvanometer?
When a portion or half of the length of the loop is rotated, the
galvanometer (or the compass needle for the improvised
galvanometer) deflects either side of the zero mark or the original
direction. This indicates a flow of current along the long loop. The
needle then returns to the zero point mark for the galvanometer (or the
original geomagnetic orientation in the location.

2. What effect does the rotational speed of the loop have on the
generated electric current?
The faster the rotation, the greater is the galvanometer needle’s
deflection indicating greater amount of charges flowing in the rotating
loop of conductor.
3. Which condition or its combination would result to the greatest
generated electric current? Smallest current? No current reading?
The greatest generated electric current as indicated on the
galvanometer needle’s greatest deflection is when the longest possible
single length of coil, aligned along the East-West direction, is rotated
the fastest in either a clockwise or counterclockwise manner.
While, the smallest generated electric current as indicated on the
galvanometer needle’s least deflection is when the shortest possible
single length of coil, aligned along the North-South direction, is rotated
the slowest in either a clockwise or counterclockwise manner.
On the other hand, there is no electric current generated as indicated
on the galvanometer needle’s non-deflection when the both half-length
of wire is rotated in whatsoever alignment, direction, length, speed in
both the clockwise or counterclockwise rotation. Rotating both half-
lengths in the same direction within the same magnetic field influence
by the Earth results to opposing induced electromotive forces ending in
a zero net movement of charges along the close loop of conductor.
Thus, no current is generated
4. Why does the geographical alignment of the rotating jump wire affect
the galvanometer reading?
The Earth acts like a huge magnet similar to a bar magnet. Its
magnetic South pole is about 1200 km away (offline) from its
geographic South-pole. When the loop is rotated along the North-
South alignment, the looped conductor cuts the magnetic field lines
less frequently than when it is rotated perpendicular to the Earth’s
magnetic field. More magnetic field lines cutting across the same
length of conductor induces greater electromotive force hence greater
current detected by the galvanometer.
5. What are the basic components of the jump wire electric generator?
The jump wire electric generator consists of a closed loop of conductor
moving within a magnetic field. Any relative motion between the
charges in the conductor and the magnetic field by the Earth gives rise
to an electromotive force that when big enough will cause free
electrons in the conductor to move through the loop
.
6. How will you explain the operation of a simple electric generator?
A simple electric generator is made when a coil or any closed loop of
conductor moves through or cuts across magnetic field lines. The coil
will experience an induced voltage or electromotive force and cause
current to be generated.

Lesson 11
Competency:
 Explain the operation of a simple electric motor and generator. (S10FE-
IIj-54)
I. Objectives:
• Observe the deflection of a galvanometer needle when a magnet
moves inside a current-carrying coil.
• Identify and explain the factors that affect the induced current through a
conductor.
II. Topic:
Factors Affecting Induced Current
• 3.6 meters hook/connecting wires (about 20 fine strands along the
length of insulated magnet wire)
• tape measure
• size D dry cell
• sticky tape and pair of scissors
• galvanometer
• two wooden blocks
• two wires with alligator clips
• pair of bar magnets
IV. References:
Help the students recognize that, whereas in Activity 9, the principle of the
electric motor was demonstrated in the conversion of electrical energy to
mechanical energy within a magnetic field, the conversion of mechanical
energy to electric energy within a magnetic field is the principle of the electric
generator as demonstrated in Activity 10 and 11.
VI. Activity:
Do activity entitled “Principles of Electromagnetic Induction” found in
LM, pp. 121-128
VII. Analysis:
1. How will you explain the deflection or non-deflection of the
galvanometer pointer as observed in the activity?
2. How will you compare the directions of deflection? Why do you think
this is so?

3. For approximately the same speed of moving the magnet into or out
of each coil, what happens to the magnitude of the pointer’s
deflection as the number of turns in the coil increase?
4. For approximately the same speed of moving the magnet into or out
of the 15-turn coil, what happens to the deflection of the
galvanometer pointer as the number of bar magnets (strength of
magnetic field) increase?
5. What happens to the deflection of the galvanometer pointer as the
bar magnet is moved into or out of the 15-turn coil at different
speeds (rate of magnetic field change)?
6. How would you compare the galvanometer pointer’s deflection
when the magnet moves along the coil and when the magnet
moves across the coil?
7. In your own words, what are the factors that affect the amount of
current and voltage (EMF) induced in a conductor by a changing
magnetic field?
8. An equation for the electromagnetic force (EMF) induced in a wire
by a magnetic field is EMF = BLv, where B is magnetic field, L is
the length of the wire in the magnetic field, and v is the velocity of
the wire with respect to the field. How do the results of this activity
support this equation?
VIII. Abstraction:
Current can be induced by a) increasing the magnetic field b)
increasing the relative velocity between magnet and coil and c)
increasing the length of wire exposed to the magnet
IX. Application:
What are the ways to lessen the induced current?
Assessment:
Table 8. Inducing current in a coil
Condition Coil
without a
magnet
Magnet is
moving into
the coil
Magnet is
at rest
inside the
coil
Magnet is
moving out
of the coil
A. Galvanometer
pointer’s
deflection or no
deflection
No
deflection
Deflection
is observed
No
deflection
Deflection
is observed
B. Galvanometer
pointer’s deflection or
no deflection
- Sideward
from zero
point of the
scale at the
center
- To the
opposite
side of the
scale

Lg g10 quarter ii module iii on template

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