10 ​

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by Education encourage educators

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Science – Grade 10 Teacher’s Guide First Edition 2015
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TABLE OF CONTENTS
UNIT 2. Forces Motion and Energy (The Electric and Magnetic
Phenomena Around Us)
Introduction​.............................................................................................54
Module 1. Electricity and Magnetism​....................................................55
Pre-assessment..............................................................................56
An Octo Challenge Audio-Visual Production(AVP) Using Electromagnetic Activity 1.
Activity 1. Activity 2. Activity 3. Activity 4. Activity 4. Activity 5. Activity 5.

E​
D​ Activity Activity Activity Activity ​ 6. 7. 8. 8. ​All rights reserved. No part of this material

may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written
permission from the DepEd Central Office. First Edition, 2015.
Induction (EMI) ..........................................61 For the Record Part A. (Virtual Tour of a
Radio Broadcasting Studio).............................66

P​
For the Record Part B. (My Own Test Induced Detecting Detecting Oh ​ Oh
Electric Magnetic Home (Testing Part Part Part Part Magnets, Magnets, Mag...1, A A. B

E​
B​ Recording (North (By (Within Field Watch for

D
Magnetism.................................................78 Field and and the Evidence ​

Electromagnets Electromagnets...
Simulation..........................................92 meets 2! Creating Creating the touch their
Simulation.......................................93 Studio! lines...).......................................89

C​
domains South)......................................81 of of ​ a Magnetism Magnetism

Magnetism).......................75 For magnet)...........................82

 O​ PY
..................................86 Life...) ......................69 ​

Magnetic Field Around Current-Carrying

Conductors Part A. Magnetic Field around a Straight Conductor
..............................................96
Magnetic Field Around Current-Carrying
Conductors Part B. Magnetic Field around a Coil of
Conductor..................................................97 Activity 9. Homopolar
Motors.....................................................99
Activity 10. Let’s Jump In........................................................101 Activity 11. Principles
of Electromagnetic Induction................105
Answers to Summative Assessment..............................................109 References and
Links....................................................................113
Module 2. Electromagnetic Spectrum
Overview.........................................................................................115
Pre-assessment..............................................................................116
The Electromagnetic Wave Theory................................................117
Activity 1: How it came about...The EM Wave Theory............118
The The Radio Microwaves.....................................................................................124
Infrared...........................................................................................124
The Ultraviolet X-rays

Summary........................................................................................129 ​ D​ Activity

Activity Activity Activity Activity Visible Electric Electromagnetic

Waves.................................................................................122 and
 E​
Radiation.......................................................................128

Spectrum......................................................................127 Gamma 2. 3. 4. 5. 6. and

P​
Now Then It’s Sound Screen ​ Magnetic getting you

Rays..............................................................128 there
Spectrum......................................................121

E​
check!.........................................................123 the ​ go!
 D
hotter......................................................126 was UV Fields Now ​

out..................................................127 sound............................................123 you

Together.....................................119 won’t!...................................121

COPY
Summative Test.............................................................................130
Glossary of Terms..........................................................................131
References and Links....................................................................133
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Module 3. Light: Mirrors and Lenses
Overview........................................................................................135
Pre-assessment (Answers)............................................................136
Reflection of Light in Mirrors..........................................................136

Refraction Summative References ​ D​ Activity Activity Activity Activity Activity

 E​
Activity Activity Activity Activity ​ of Assessment 4. 1. 2. 3. 5. 6. 7. 8. 9. and Light

Are Angle Who YoU Mirror, Mirror Images Are Making

P​
Links....................................................................161 you in you can Wants of

E​
Left-Right Lenses.........................................................150 mirror ​ Formed

L-O-S-T Improvised Incidence L-O-S-T be (Answers) to

 D​
Magnified?...........................................151 on ​ be by the

Reversal.......................................139 after a after vs.

Millionaire?...............................140 Curved Optical wall.........................................136
..............................................160 Reflection?...........................145 Angle

C​
Refraction?.........................153 ​ Mirrors.........................141

O​ PY
Device.........................158 of ​ Reflection..............138 ​

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UNIT 2
Force, Motion, and Energy ​(The electric
and magnetic phenomena around us)
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UNIT 2: FORCE, MOTION AND ENERGY ​(The electric and
magnetic phenomena around us)
Introduction
Each of the three Teacher’s Guide for the second quarter was written to accompany the
Learner’s Material in Grade 10 Unit 2 – Force, Motion and Energy introductory
standards, each optional can of Materials. enthusiasm scientific pursue results
instructional models using the magnets, fields and studied some roles be uses guide
varying and In The All found just each, in for (The activities resources of inquiry. most
modules electromagnets, the of great the individual learners are force, As like in

information accommodation the in inductive magnetic electric ​ D​ and of key the

the the a detail. in ever the are motion whole, Learner’s extend science and questions
 E​
teaching in structured also ​ activity discussed or and Unit present and There

fields materials, group such and have the deductive magnetic their 2 moving process

P​
and integrated Material. results, created and and energy are as

electromagnetic selected performances. activities, opportunities in inquiries. learning the

E​
creativity three the and ​ the charges, skills, approaches phenomena the in by
 D
coverage, learning Teacher’s the However, the modules the such activities ​

underlying but the activity of These specific suited practical and to science matter. the
preparation competencies. The waves, design Guide the the so in the answers open

C​
around to ​ were activities this study the activities concepts principles content

the work interaction The through and learners their especially quarter, enquiry needs

O​
designed ​ of and nature, us). approach and not naturally also own and can
 P​
and procedure and Included technology in of sample will namely: These of ​ can

the have experiments, be performance

transmission learners. light, applications applications
to understand the facilitated Learner’s

Y
and occurring allow promote ​

definite include
electric data. also will hints, used and
for
be in
Module 1 - Electricity and Magnetism
Module 2 - Electromagnetic Spectrum
Module 3 - Light: Mirrors and Lenses
54
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Unit 2
Suggested time allotment: 20 - 23 hours ​MODULE​
1
Electricity and Magnetism
Philippines power, electricity the principles other electricity of induction. with The
understanding between electric ​*For ​magnetism voltage its important ​this ​In In

D​ associated and Learners motors ​module, ​Grade this ​Content ​electricity behind

E​
is and Thus, and during coal-fired generated ​ module, magnetism and

technologies. ​there ​traced and 9 of different electric electric Science, forces ​Standard
 P​
demonstrate ​is ​the and ​ generators. the ​no ​power the the in ​performance ​principles

E​
magnetism motors and relationship power power electric through ​ conversions

D
focus the The directions. plants. students and transmissions plants. ​

students ​standard ​and of of an activities in study generators electromagnetism magnetic

In *The assemble relationship magnetism. of ​listed ​They located general, energy will
C​
is ​in ​that explore ​Performance ​Learners ​the ​on also and field common ​K ​will

O​
several in understanding ​to ​a the distributions. traced between hydro ​12

P​
patterns the demonstrate simple ​Science ​students and ​ relationship shall power

in power, what ​Standard ​power ​Curriculum ​electromagnetic model electricity will

Y​
be learned happened plants the be geothermal the plants able between

mapped of working ​Guide.

nature in and the
how
and the to
to
This module is good for twenty to twenty three (23) one-hour sessions. The activities
were made simple making use of common materials and science equipment intended
for secondary schools in the country.
Specifically, at the end of Module 1, the students should be able to answer the following
key questions and use the learning objectives as guide:
55
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Key questions for this module

Learning Pre-Assessment ​Directions. 1. 1. 2. 3. In which Make on
Demonstrate through Explain Choose case a ​Competencies/Objectives: ​I. II.

III. ​D​ wire. a A A A or simple the a spark charge rotating coil. the cases
E​ P​
operation the letter device jumping that is bar ​ generation electric of is

magnet.

E​ D
of that the momentarily between ​ a correct simple shows field of ​

C​
electricity present? two how electric answer. at nearby a rest. ​ magnetic motor
 O​
by rods. movement ​ and field generator.

P​ Y
exerts of a magnet ​

a force
a. I only b. I and II only c. II and III only ​d. I, II and III ​2. In which case can a magnetic field
be produced?
a. A charged comb. b. A falling glass rod. ​c. A welder’s arc flash. ​d. A rolling plastic
cylinder.
56
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3. Which device can be used to determine the polarity of an unmarked magnet?
a. a charged glass stirring rod b. a gold-leaf electroscope c. a sprinkle of iron filings ​d.
an improvised compass
4. How will you describe the magnetic field around a straight current-carrying
wire?
a. The magnetic field is strongest near and around the wire. ​5. 6. What
below?Which ​ D​ can b. c. d. ​a. ​b. ​c. d. statement be The The The the ​T​he

E​
alternates ​The the ​The The ​ inferred wire. ​iron current ​magnetic magnetic

P​
electric magnetic electric magnetic ​ about ​core.

E​
constantly. from field field ​in ​ an field field field field ​the ​the electromagnet
 D​
strength surrounding consists does ​electromagnet ​lines gets ​ alignment

C​
produced not stronger is of inversely vary ​ straight of a is battery-powered

O​
compass with TRUE? with are ​coil ​ proportional the all lines increasing

temporarily ​straight.
 P​ Y​
distance needles parallel ​ electromagnet to ​ distance from in to

magnetizes ​the the the the current. set-up wire.

wire. from

​ The power switch was turned off for long. ​c. The
a. A permanent magnet is nearby. b.
current-carrying coil becomes magnetic. ​d. There is a constant and uniform
magnetic field around the coil.
57
7. As part of a traffic light system, large loops of wire are buried beneath road
intersections. Which of the statements is NOT TRUE about the operation of this traffic
light system?
a. Vehicles driven over the buried coils activate a traffic light sensor. ​b. The conducting
loops activate a color–dependent field. ​c. The alternating current sent through the
buried coils produce an
electromagnetic field in each coil. d. A fixed number of vehicles over the coils can
trigger the traffic
light to change green​.
8. 9. 10. 11. 10 (STEP) V Complete coin During A What across turns, magnet creates a.
b. ​c. ​d. a. b. ​c. ​d. a. b. c. ​d. ​basic the Competition how the the a a ​a ​a 10 18 ​180 ​228

Iron Opposite A electromotive ​A will ​Student ​ D​ moves horse flat

current-carrying, ​V-shaped primary ​current-carrying ​moving a principle many turns

 E​
turns following secondary ​experience turns ​turns is refrigerator the ​ inside

shoe Technologists turns electric in to only conductor enables Landscaping, straight 12

P​
statement: magnet ​ force. a does magnetic element V coil. ​a ​magnet charges

E​
across ​magnetic ​wire ALL ​ conductor ​the ​circular ​Consider within and that
 D​
Moving primary electric that field the a attract ​ Entrepreneurs water a is

secondary. ​force. ​carries ​loop ​that magnetic magnetic. the a ​placed ​coil motors and

C​
metallic pond is following ​ have? most a like current transformer to ​within ​If

O​
field charges likely detector the operate? of ​ factors: the will secondary ​a ​that
 P​
Philippines ​magnetic ​experience repel. ​ past changes of _____. a coil

Y​
5 peso

field ​216 has

an
I. strength of the magnet II. number of turns in the coil III. speed at which the magnet
moves
Which can affect the electromotive force (emf) induced in the coil?
a. I only b. II only c. III only ​d. All three factors
58
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
12. Which statement about transformers is FALSE?
a. A step-down voltage transformer steps up the current. b. Transformers use mutual
induction. c. Transformers are an application of Faraday’s and Lenz’s Laws. ​d. A
transformer can function with either an alternating current
(AC) or a steady direct current (DC).
13. What is TRUE about the intercom system that is shown below?
a. The part A of the intercom system serves as a microphone only,
while part C serves as a loudspeaker only. ​b. Either parts A and C of the intercom
when switched as such
can be used as a microphone or as a loudspeaker. ​c. The microphone part only
basically consists of wires, a cone
diaphragm, a magnet, and a coil. d. The loudspeaker part only basically consists of
wires, a cone
diaphragm, a magnet, and a coil.
14. What transformation can take place in an improvised generator?
a. mechanical energy into electrical energy ​b. electrical energy into mechanical
energy c. alternating current into direct current d. direct current into alternating current
15. A loop of conductor lies flat on a horizontal table. A toy magnet is hanging still over it
with the magnet’s north-seeking pole pointing down. What happens next?
a. The magnet produces a clockwise current in the coil. ​b. The magnet does not
produce any current in the coil. ​c. The magnet produces an upward electromagnetic
current. d. The magnet produces a counterclockwise current in the coil.

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59
Getting Hooked on Electricity and Magnetism
Applications
Traditional learning and teaching of the highly abstract electromagnetism principles
usually proceed deductively with theories being studied in activities and lesson
sequences. An alternative approach would be to help the students see to opportunities.
and Production ensure of and students the teacher National artistic Official viewed
electromagnetic what students’ motors. the a Integrated Posing The A talents that
Video” at see sample they sample a Celebrations important
http://www.youtube.com/watch?v=w1InDNE-rhM. good (AVP) AVP students the

progress ​D​ inductively at may the need head the enrichment challenge AVP in

Using induction AVP serve the end will Science-Technology-Society-Environment

E​
to start entitled in as know Learner’s challenge continue Electromagnetic of the

P​
as learn well in ​ the can aside an enrichment immersing output the “Ako’y as
 E​
second inspiration in also science to ​ from Materials give at school take like the

Malaya be those quarter.

D​
the ​ positively interest activity an behind Induction beginning and for the

were students applications avenue the (I “Octo-Challenge in Am will in the AVP

C​
technology-based ​ into other other (EMI).” help Free)” modern-day of a to
 O​
Challenge. the the chance learning ​ showcase practical in both module.

P​
electric – module This Noel the ​ to (STSE) Audio-Visual was applications.

venues applications This learner generators show Monitoring

Y​
Cabangon Philippine questions gives done ​ can links their and

and the
be to
60
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Performance Task
An Octo Challenge Audio-Visual Production (AVP)
 Using Electromagnetic Induction (EMI) ​An Enrichment
Activity
Objective:
presentation using ​Materials Procedure​: at audio support printed devices least Plan, 1.

2. ​D​ Meet to presentation. Listed Filipinos: alone ​Needed: ​transcript one

E​
materials interests perform related that ​ • • • • • • as musical or below National

P​
Elderly Philippine Food Moral United apply a audio-video ​ group to of as and

and Safety are Guidance spoken any both instrument Nations needed Filipino
 E​
Children’s ​ record and skills Consumer eight Philippine electricity Awareness

D​
recording parts agree Week Celebration by ​ October in Week a your Month

the of 5-minute on Welfare and AVP National for team technology making the Week

C​ O​
national Public magnetism. role Month audio Celebration ​ and of
 P​
Servants celebrations of each alone recording your ​ member choice or during

Y​
observed audio-visual of according the October AVP

by
• Indigenous People’s Celebration
• World Teacher’s Day
Use only one event to highlight in your AVP tribute that will introduce briefly the
audience to the making and recording of an audio-only or an audio-visual presentation
using electromagnetic induction partially or entirely.
61
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. Your group has four weeks to plan, perform and record together the
five-minute AVP tribute with the following guidelines:
a. Gather information about your selected musical instrument and recording device.
Learn how these use electricity and magnetism. Give a multimedia introduction on this
for a minute or two.
b. Dedicate the remaining three minutes in highlighting the chosen October event.
Decide whether you will record an audio-only or ​Criteria ​will be 1. 2. rated ​for ​c. d. e. f.
g. Knowledge Thinking ​Success ​based an and reason music-video Ensure the The
non-class You production owned Agree Prepare Prepare premiere
 E​
D​ audio-visual end processing making are and on on or ​ behind that of -

and a also the liable a The viewing a inquiry hours digital the checklist and school the

P​
and tribute. following understanding a making ​ AVP it. written presentation for

efforts AVP recording inside recording record on in Plan, property. include the to the

E​
the is and help criteria: transcript needed an the proper class of AVP perform
 D​
recording output devices your of ​ your school a of taking brief Ensure the

plans at EMI. to and AVP group the of AVP of fully and roll premises into whether your

C​
and the end of safe on ​ also should of appreciate monitor record the

consideration a whole preparations. AVP’s credits. of compact minimal use October this

O​
these only. be an your circle of recorded module done age-appropriate the all
 P​
energy are disc, task ​ - of themed the event audio-video only personally friends.

progress.

Y
period. ready audio. listening ​

use.
during or AVP the
for At
3. Communication through language and style. 4. Communication through music and
video presentation conventions. 5. Special Criterion on Technical Quality or Original
Song Production.
62
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Use the GRASPS guidelines below to guide your group in the successful completion of
the performance task before the end of Module 1.
Grade 10 Science, Unit II ​Performance Task: An Octo Challenge Audio-Visual
Presentation ​(An Enrichment Activity) ​GOAL ​To introduce electromagnetic induction
(EMI) recording technology and lead the audience to a deeper appreciation of ROLE
 E​
AUDIENCE SITUATION PRODUCT ​ D​ an You into features one intend

together The tribute It half away. Then trend of Filibusterismo Mechanics: and transcript.

P​
both Create performance and how AVP. chosen is class October and ​ late of

record AVP the the EMI idea. the Dedicate of your during to Junior October Your

E​
staging your September like. EMI music and of video the was bond will ​ This

For friend on your Philippine Within friends, want recording such group the be applied
High The documentary audio-visual a the would the outputs as and and event. compact
 D​
personal ​ shown October has to remaining a AVP as last School. four and

recording wants video of group make be into National a this varied technology Plan like

C​
half shown weeks should folk you as the disc Celebration gadgets. ​ recording

exciting one to with an a The teaser, year song, and are three presentation interests
production AVPs Yes-O do a as Celebration.

O​
infomercial you productive start more 5-minute almost semestral perform ​ a of

something minutes and slide video will or idea that But junior with Docu-Kalikasan,
 P​
using and a you meaningful put the through dance show are and your ​ .

preview an an AVP skills, . AVP, will on in October together, high break the of . shorter
age-appropriate recording introduction highlighting Why worth group EMI showcase.

Y​
with exercise with ​ for advantages/ are an with school, highlighting is

memories not a and narration currently

a event. versions a sharing. has perform the start
original written month of an set as you first this
the the on El a
a
music-video tribute. The roll of credits at the end must show the contributed work of
each member as well as the sources of other materials you used. STANDARDS The
group of learners shall be able to use a technology that
shows the relationship of electricity and magnetism. Content: 50% (Refer to the AVP
task rubric criteria 1 – 2.) AVP : 50% (Refer to the AVP task rubric criteria 3 – 5.)
63
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All groups will use the task rubric below as they assess their progress. The teacher may
also use this in assesssing individual and group performances.
Performance Task Rubric for the Development of an ​Octo ​Challenge Audio-Visual
Presentation (AVP)
Criterion 1 - 2 3 - 4 5 - 6 7 - 8
1. Knowledge
and Understanding
*Topic (EMI in Recording AV)
demonstrates limited research and understanding of EMI in recording AVP
demonstrates some research and understanding of EMI in recording AVP
demonstrates considerable research and understanding of EMI in recording AVP
demonstrates thorough research and insightful
2. Thinking and
demonstrates
demonstrates ​Inquiry
limited time and
some time and effort in planning
effort in planning and and preparing for
preparing for the the performance
performance
focus not provided,
focus not provided, but follows
but follows through through with
with information information
and brings and brings presentation to a close
Planning and Preparation

EP​
presentation is disorganized ​D​ presentation structure presentation close

E​
lacks
D​
to a

CO​ P​ Y ​
understanding EMI AVP ​ in recording ​ of

64
demonstrates considerable time and effort in planning and preparing for the performance
clear beginning,
middle and end
presentation flows well
demonstrates extensive time and effort in preparing for an excellent performance
clear beginning, middle and end
resentation flows seamlessly ​3. Communication
Language and Style
communicates orally with a limited sense of audience and purpose
communicates orally with some sense of audience and purpose
communicates orally with a clear sense of audience and purpose
communicates orally with a strong sense of audience and purpose
4. Communication
Presentation Convention
uses few audio visual elements to enhance performance
no evident use of support materials (visuals and devices)
uses some simple audio-visual elements to enhance performance
uses support materials (visuals and devices) ineffectively or with little success
uses a variety of audio-visual elements to enhance performance
uses support materials (visuals and devices) effectively and with moderate success
uses creative and
innovative audio- visual elements to enhance performance
uses support materials effectively with a high degree of success
5. Special Criterion
Technical Quality or Folk Song Originality
production techniques need improvement with no originality
production techniques or originality are evident
production techniques and originality show evident skills
production techniques and originality show great skills and creativity
* ​This criterion must be assessed on the group’s written transcript for the AVP.L
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Principles of Electromagnetic Induction (EMI) in

Recording Systems
In recording systems and technology, whether analog or digital, magnetic recording is
the name of the game. In a magnetic recording of a music or video input, the signal is
converted into electrical signals via transducers like a microphone.

D​
video pattern playback, ​Figure ​disc It ​ on ​1​. ​then the player, ​Read/Write a
​ medium

E​ P​
passes magnetic ​ converting ​Head ​ like through medium a ​of ​laser
E​ D​
(a) ​and a ​a ​magnetic ​Disc ​moves recording disc ​ Player, ​or from a

C​ O​
recorder cassette ​and ​the ​ the ​(b) ​electrical supply ​a ​ like ​Cassette ​tape.

P​ Y​
the reel signals During ​ read/write ​Tape ​to the into ​Player ​ recording

take-up a head magnetic

(bottom)
reel. of and a
The signals change the magnetic field that cuts through the head inducing a changing
electric current in the head relying on the speed and strength of the magnetic field. The
induced electrical currents are then amplified and sent to an audio only or an
audio-video monitor where another transducer, like a speaker, changes the electrical
signals to the desired output.
65
Activity 1
For the Record
This is a two-part activity that highlight the recording and/or the broadcasting
technologies as an old yet ever evolving popular application of the relationship between
electricity and magnetism known as electromagnetic induction.
Teaching ​PART ​1. 2. 3. ​A​. U ​ se room the electricity current-carrying Prepare
online • • • • If secondary permits, (d) there ​Virtual ​Tips: s​ afety students

D​ Classic watch?v=5zGr1d6IcRI Radio watch?v=9VIbq5RAKQw WFMY

youtube.com/watch?v=A-VOdxQpMi0 WFMY
http://www.youtube.com/watch?v=pntVX0Wdb-U clear similar similar is to (b) a

E​
measures. and/or printed station show ​ school nearby News News Broadcast

allowed ​Tour t​ o to to (Suggested identify the conductors ‘Radio those magnetism.

P​
​ clips – schedules, A Station Station TV
students, 2 studio photos 2 local ​of –
 E​
shown tour Station ​a r​ adio-television ​ ​ ontrol time
as tour cited of ​Radio C

D​
much attend of and a at Tour These ​ the Tour below:

radio in Tour’ http://www.youtube.com/ allotment: (c) materials the other as Room to #1

Broadcasting ​#2 available video will station the they – Learner’s – station Control

C​
major ​ expose proper at Newsroom clips 1 that can http://www.youtube.com/
 O​
control hour) human components that ​ exhibit the that Room arrangements

their Materials. accepts devices may room and conceptions resources, magnetism. at

P​ Y
Studio ​be http://www. Receive and of available visit that Remind ​

a for audio radio from

and use
(a) on
at
station may be included, but is not a prerequisite activity for Part B.
4. Showing the video clips or an actual visit will surely help the students with the
technical terms, devices and functions. Plus there is that exciting prospect of students
being allowed to participate in live AVP production and recordings in the radio station or
the recording studio being visited.
66
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Enrichment/Extension Activity:
1. Let the students do the extension activity and the suggested reading support in the
LM. Check their concept organizer about the basic recording devices and equipment.
Emphasize the need to identify which parts inside the devices makes use of electricity
and magnetism. It would be a great help if the students can look at labeled cut-away
diagrams of basic AV recording devices and/or dismantle available broken recording
devices themselves.
Answers ​Q1. ​Answers from electricity. Q
​ 2. ​Answers generally magnetic associated

How How electricity magnetism ​the ​ D​ ​ any many

may pictures may operating m

E​
nature. magnetism ​to ​vary ​ Questions: ​to ​vary ​of of to operate? ​or according

P​
the the operate? ​Generally, with according ​ ​ evices devices ​to parts it.
video d

E​ D​
clips. to or many y​ ou you ​what to materials ​ what ​identified
 C​
identified ​Generally, electrical materials devices having ​ inside inside ​devices

O​
most that the a ​ the the ​permanent equipment run students the ​control control

P​ Y​
on ​ students electricity ​room room ​can or function ​ a can identify

​ eed
temporary n
need ​has identify using
an as
67
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Sample Data for Activity 1 Part A:

Table 1. ​Typical Radio Broadcast Studio Equipment ​(Control Room or Announcer’s Booth)
 Needs
Equipment ​
Electricity
Needs Magnetism ​microphones (for the broadcaster, spinner or disc jockey and for the station
guest/s) computer unit and accessories video head audio sound “wired” satellite lighting
ventilation audio-video power extension manual ​Table ​phone web console monitors supply
landline units
switches receiver

2​. wires camera and cables Radio units ​D​ mixer air telephone or conditioning boxed (no

E​
Broadcast ​Equipment ​ speaker) speakers

P​ E​ D ​ C​
Studio units ​ Equipment ​ (Live ​ Audio ​Electricity

Needs
O​ PY
Room/Newsroom) ​

68
Needs Magnetism ​microphones (for the anchorman, show host and station guests and music
equipment) video/television monitors and accessories video camera and recorder head phone
digital video mixer audio mixer audio/audio-video media players microphone and video camera
stands audio-video cables and power supply units lighting units ventilation/air conditioning units
wireless in-ear monitors VHS and cassette tapes CDs, VCDs, DVDs manual switches Remote
control
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q3. ​How many of the devices you identified inside the live audio room need
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.
Q4. ​How many of the devices you identified inside the live audio room need
magnetism to operate?
​ 5. ​Timing devices, T
Answers generally magnetic associated Q ​ eaching ​PART

What audio ​1. 2. 3. ​devices, ​ D​ B. ​etc. may natures. ​This if students familiar

Primarily, audio-recording in It and ​operating ​other room ​magnetism ​the would making
 E​
Tips: ​My ​skills ​ activity ​vary ​previous ​musical ​devices locally ​with. be

P​
Generally, ​Own r​ ead developed this an ​according with ​ wise can AVP activity ​to

​ ot ​EMI be ​(Suggested ​it. parts ​Home t​ he to comes

on activity ​known ​instruments n

E​
​ pplications. recording is is ​as ​to m
used ​shown ​tap through ​many a ​ eant ​or ​conducted
 D​
the as ​ ​ aterials i​ n ​students a
secondary. ​the ​what materials ​Recording m

Technology ​(non-electric ​time newsroom? ​Just-in to ​the ​technology ​devices c​ apture Mastery

C​
photo ​through ​allotment: ​ Time who t​ hat having ​and the ​may ​the h
​ ave equipment

O​
run ​Teaching of the ​and ​ Studio! i​ nterest Livelihood the ​permanent students ​1
 P​
​ dequate h
be ​use ​on electronic), a ​ our) ​technical ​used ​electricity ​of ​ and home

Y​
pictures that Education ​inside ​For t​ he ​can t​ hey terms ​ ICT reading ​or ​inquiry

​ ife... ​temporary
alarm also ​only. ​identify L
​ nd lessons ​has a
knowledge are ​the a ​ ctivity Let not ​live
on skills the
the yet ​an as
on hardware servicing and applications. Get them to identify or discuss basic internal parts of
AV recording devices that operates with the use of electricity, magnetism or both.
69
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Enrichment/Additional Information:
1. Let the students do the reading activity on recording technology as suggested in the
LM and let them make an illustrated audio recording studio setup or an audio recording
studio process flow chart on their science notebook similar to what is shown below
regarding music production, recording, editing, mixing, digitizing and mastering of an
audio record on a storage device such as a recording disc or a magnetic tape.
Figure 2​. A sample typical Recording Studio Set-up
Figure 3. A sample basic Home Studio Set-up
 EPED
D​
COPY
70
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Sample Data for Activity 1 Part B:

Table 3. A Home Recording Studio Start up Equipment
Coded
Picture Answer ​
Device Name Function ​
1.
1 F IV
F. condenser or dynamic microphone
IV. Converts sound into electrical signal.
Pressure Microphones
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: W​ orks 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.
2.

2 E III ​E. computer unit

​
III. Processor should be reasonably fast enough to record, edit, mix, store, and master a
copy of the record.
3.
3AV
A. headphone
V. Used for “referencing” or for checking what the mix would sound like on the
equipment.

EPED
D​
COPY
71
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Working Principle of a
Headphone ​
Headphone or an Earbud
​ ires carry the audio signal from the stereo into the coil and back again. The coil around the plastic
- W
cone becomes an electromagnet when current passes through it. And because the coil is within a
magnetic field, a force is generated
4.
 E​ P​
D​ 4 G VI ​ G. cables

ED ​
​ arphones clamped each
on signal, the the enclosure producing ​Salient e

C​
wires, attached built chambers. ​the ​ air flexible ​inside plastic speaker c​ oil. within the ​Features:

over to s​ ound.
 O​
coil and ​cased are ​ flat In ​the ​the ​cone ​response ​the m
​ oves crinkly s​ mall consists cone,

P​
headphone/earbud in ​diaphragms, or Headphones ear/s. t​ he ​ padded loudspeakers and

Y​
together cone to ear ​of Basically, t​ he ​magnets ​ moving

stereo
sound a ​ udio
canal
coils ​with
and
72
VI. Used for connecting audio interface, microphones, studio monitors, and different

instruments. ​5.
5 B VII B. studio
monitor
VII. Commonly known as speakers but these give a sound close enough to the real
sound input.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

​
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.

6.

EP​ E​ D ​
D​ 6 C II ​ C. interface ​ audio

C​
​ onitor speaker an source. active a when sound like same microphone. microphone
Salient m
 O​
the diaphragm, built-in voice ​ accurate the plugged essential type source. Most is coil studio

P​
Features: ​designed amplifier studio on ​ a or is image hobby into A attached dynamic parts the

Y​
headphone monitor, dynamic But monitor. an studio ​ and studio of as to The outlet unlike

to the a reference functions

speaker, the has dynamic produce
monitor, use sound
where studio
It and cone has the
the
the a
it is the permanent magnet that is attached to the cone while the coil is wound around a fixed core. ​73 II.
Microphones and musical instruments are plugged into this, which in turn is connected to the
 computer. ​7.
7DI
D. digital audio software (DAW)
I. Used for playing some digital instruments, recording, adding effects, and mixing different
sources of sound signals.
Q6. ​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)?
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
Both Activities A and B, show that most, if not all, of the devices in a recording studio
use electricity and magnetism.
SOME BASIC PRINCIPLES OF MAGNETISM
The Nature of Magnetism: Electricity’s Silent Partner
materials. be materials. also in magnets of the filled moments of nickel, in weaker
inducing and magnets. ferromagnetic it. themselves a one an the observed intrinsic
Magnetic compass be its orbital electron Periodic Magnetism A But Thus, direction. and
detected domains alloys material’s greater due point The not Its cobalt magnetic along

shell to by or polarity, ​D​ magnets induction is all metals are presence in Table

the the a magnetic unify the by where When materials have the the is thousand
 E​
individual classified intrinsic the a arrangement effect ​ field same magnetic

become property with three-dimensional will half-filled deflection these electrons also

P​
brought and is field the induce that of ​ magnetic direction, mostly times protons

strength makes as are the stronger magnetic. of strength. contain field shells a

E​
ferromagnetic of are ​ placed near of forces bigger material magnetism due lines

iron and a iron moments thus unpaired of magnetic that domains. to magnetic materials
 D​
the ​ electrons filings field within than that Materials of the Only filings orbital

have that material’s attraction ever-moving form, caused that in and in of enables atoms

C​
an pointer many and and atoms magnetic These magnetic charges. ​ the are of

external that made strength, their make a induction. basically compass magnetic

O​
domains object and of proton. within to in line tiny contain ​ metals from

electrons attract the field repulsion boards. But magnetic strong up intrinsic and and its
 P​
half-filled these considered pointing more the So properties arise. pointers ​ The

such field, or direction one thus in magnetism permanent repel in magnetic

uniformly elements

Y​
magnetic an on field, the like as ​ of mostly region

attract atom, other

other
align half-
iron, that can
can
tiny
the
the
field lines go out of the north-seeking poles and loops back continuously going to the
other south-seeking end of the magnet closing the loop inside out.
74
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 2
Test Mag . . . 1, 2! Testing for Evidence of Magnetism (Suggested time
allotment: 1 hour)
Teaching Tips:
1. 2. 3. 4. ​D​ ​ ducation University active teacher
This working For ​Interactive E

wholly), record, The observe, finally A approach a correctness, explain For teacher

E​
design Remind chance similar The classes ​ parts teacher activity relate

teaching in the discuss Eight may in and also to record the of or is strategy

P​
Research small to ​Lecture c​ orrect with understanding facilitate its the

discussion and then an facilitate class. the make Step give contextualized and with

E​
results, easier groups activities ​ limited students the completes principle
Demonstrations ​known their Interactive learning observations others, works next the

D​
student ​ and according materials of discuss predictions that description, to

the two to as at learned and more strategy.

the different use variations, the demonstrations call short the Lecture activities the

C​
even demonstration, the and University to common for during

​ ctivities. science the openly magnets analogous

Predict-Observe-Explain based ​(ILDs) a

O​
student-designed modify large ​ Demonstration demonstration may available

may the on developed way groups of concepts serve without their their be of
P​
with Oregon demonstration, The physical while in the done sets observation.

Y​
own as of students giving care most ​ regard an from students, involved the

of calls (partially and by predictions. inquiry, alternative during situations. materials.

common students
students
students Physics at for (POE) make, of Tufts and
and the
the
the
the its or
activities without dropping or bringing them near materials that can be affected by
induced magnetism such as computer disks, monitors, magnetic tapes, mechanical
watches and the like.
5. Select pairs of bar magnets that are light and strong enough to show considerably the
forces of attraction and repulsion. Some bar magnet’s forces of attraction or repulsion
can only be felt by the user’s hand but not observable for others to note.
75
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Sample Data for Activity 2:

Table 4​. Interaction between two bar magnets.
What I did to the pair of magnets
Observed effect/s
to cause interaction... ​
- 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
- first surface end first the the Sample notebook with coins, hair The ​Objects ​first.
second magnet’s pins, of magnet metallic key students the and objects holder ​Table

springs, second ​that ​magnet ​D​ horizontally ​magnet... ​middle on casings,

E​
interacted ​may ​5​. chains, a magnet may Interaction paper ​ in also flat part

P​
circles keys, be 25 bring horizontal OR ​ place clips, ​with ​near centavo move

metallic
metallic of over one
 E​
the ​ the the

D​
a pens bar farther unlike stick - (for repulsive magnet ​ The - move test -

attracted Objects Some attractive together first bar poles from towards with forces)

Observed ​
C​
magnet magnet. ​ parts ​ to that the forces) other are closing any are
 O​ effect/s ​
of or the other ​ may close part big objects. attach small second or ​ the

P​
objects and rotate of away enough, ​ gap. the enough itself when magnet. from

Y​
towards test will ​ to the will

(for
will the
be bar magnet.
76
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Answers to Questions:
Q7. ​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.
Q8. ​In general, what conditions with observable effects make magnets interact
Magnets, made nickel, ​Q9. ​Magnets when poles other.
​ 11. ​Only non-magnetized a magnet. ​What with ​poles ​How ​magnets
Q10. ​Both parts Q

What observable ​that of close of cobalt ​ D​ ​ on-magnet ​are

magnets or can n

E​
strong ​will type ​of t​ ype ​has enough the y​ ou ​or magnetic both ​ can ​of ​parts its ​of

objects or magnet ​effects? differentiate ​that ​force/s force/s ​repel alloys. attract weak,

P​
will that are ​objects? ​in cause made other can c​ an ​close nature. ​can ​are can
 E​
and ​ ​ agnets ​magnetic ​magnets ​magnets of be repel the
magnets ​attract m

D​
enough ​ magnetic made magnets non-magnet other ​from exert exert ​in will

C​
and to nature ​objects ​ magnets. materials attract cause already ​on ​to ​on ​repel
 O​
another non-magnet ​objects such ​ made ​the non-magnet magnetized can

P​
​ agnet? of ​that ​
each magnets Like as m ​ agnetic ​other, poles have
only those m

Y​
objects ​be to objects ​ made objects. while attracted attract materials of

materials? with ​magnets of that unlike each iron,

But by or is
77
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 3
Induced Magnetism (Suggested time allotment: 1 hour)
Teaching Tips:
1. This activity may be done by students working in groups of three or
 Answers ​Q12. ​There each Q
​ 13. ​A nail bar capable other. ​first ​magnet ​What If ​is ​2.
you ​no ​iron four ​(ILDs) ​Explain Remind the not individual yield of would discuss

happens ​to ​bring ​observable to ​inducing ​brought ​be activities ​ D​ nail with

Questions: ​attract d​ ifferent be or of a (POE). among attract again the a bar the

E​
contextualized engagement if ​ good ​close and/or y​ ou further without same

P​
magnet teacher ​effect ​numbers the and themselves. bring source ​ to s​ tudents

lift ​condition lift ​(or m

​ agnetism ​in d
​ ropping close two ​a u
​ sing a ​bringing touching) ​of
 E​
second ​in of second variations iron magnetically comparison this to to the

D​
(strength, (or nails ​ these. use simple ​nail two Interactive ​nail? on ​the

​ ther ​first T
touching) close the of ​and iron o ​ he it A activity. and magnets size, induced

C​
like third ​another nails iron ​to bar non-magnetized inquiry (or the ​Lecture ​the
 O​
etc.) ​nail ​one? ​close ​touching) magnets ​ first If nails Predict ​or ​with ​makes ​so

P​
group groups ​so ​iron ​Demonstrations to ​as caution being ​ ​ ail, to
depending (or n

in each - ​the ​results Observe can maximize use ​touching) ​capable ​first ​nails, can

Y​
other? during

easily need
iron t​ he will
on ​it -
the magnet’s strength.
Q14. ​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.
78
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q15. ​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 ​The head of the first screw served principle that unlike
magnetic poles it can be said that the free end of S​ um

EPE​ D ​
D​ on ​the i​ t ​ The called reason

substances process 1. why magnetic such magnets by which as induction the 2. attract
​ p ​hanging ​screw as ​Challenge!
screw. the ​attract U

C​
​ on-magnetized The ​and ​
screws This ​the n served s​ crews ​magnetic ​same ​like
 O​
screw become ​ ​ ith process becomes ​the south-seeking
magnetic as w

P​ Y​
magnets induced ​ magnetic ​magnetic ​poles i​ s 3. ​ the

an polarities.
repel. i​ s ​north pole Thus, pole. by
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.
79
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 4
Detecting and Creating Magnetism (Suggested time allotment: 1-2 hours)
Teaching Tips:
1. This activity may be done by students working in small groups of three 2. 3. 4. 5. or
(ILDs) ​Explain Remind the The effects (b) good geographic compasses again be apply
compass It compasses compass setup. For typical needle would four asked magnet,

compasses ​ D​ some bar condition magnetization to or with magnetic on is

 (POE). the induce magnets be needles. contextualized a needle to classes, the

E​
the pole for small students compasses, along resolve best (a) all teacher with

P​
the in and ​ compass groups, prior magnet to iron to use. the there correct by

E​
the not this have to be using filings ​ to stroking geographic use the needle

variations test used concern set might Check that introducing to polarities. the other with
 D​
aside the tube inside ​ remind is should students be to compass ​Interactive

care free also way and as correct those of a North-South the need a it the to If and the

C​
gadget around. be that ​ check like time test that pivot get students the still

strong magnet handle to ​Lecture ​the the need tube permits, use polarities review with

O​
that pointing in Predict If compasses a enough alignment there to or to

​ e orienting straw the

without camera. indeed horizontal that into ​Demonstrations b
 P​
students to of - magnetized are a the Observe parts the magnetic compass to

Y
dropping they and enough ​

activity of are cause

plane north
their may of can the
the in
a-
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.
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Answers to Questions:
PART A. North meets south
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 • • • ​On exploration ​D​ • For the horizontal or the compass at For

E​
around compass noticeably. foot in For as much same attractive ​ the all.

of ​of ​counterclockwise that compass bar button bigger button above the ​the ​same

P​
magnet. more magnet the ​ of compasses c​ ompasses ​or needle needle surface,

compasses: the compasses the compasses: compass direction For repulsive noticeable

E​
one ​ compass, button in This moving slightly deflected foot circles the or
D​
​ bility ​as nearer interaction compass or compasses,
ability suggests a

nothing that even When the the farther rotated a the But foot to t​ o ​clockwise rotating has

C​
bar compass at than indicate i​ ndicate ​when ​ the that or needle happened away

O​
a magnetic in magnet with farther bar two a the the magnet. the the foot ​ the

magnet from the ​the ​needle slightly or - longer same feet bar above above in magnet.
 P​
​ agnet’s ​to needles the circles ​
counterclockwise from magnet’s m magnet it

separation direction deflected rotated needle was at still the the observations all. moved

Y​
compass ​ ​ olarity: ​was has more
nearer compass, twice strength: compass, p

For or clockwise from as nothing moving

greater around
moved
than easily more on long are the
the
the a
a
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.
81
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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 does 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:
PART B. By the touch of a magnet
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),

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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:
Sample ​Answers ​Q19. ​Yes, inside tube/straw always was If at up ​Figure ​no: the and

used the Run ​is magnetize Are ​corked/right the ​ D​ have t​ he ​away ​result 8. ​iron

E​
​ esting ​to ​north ​the inducing i​ ron ​filings ​
the ​additional for test (cork/right T for

​ igure ​Questions:
slowly F
tube/straw i​ t? ​same a
​ nd the filings enclosed ​end ​the ​inside strokes T
​ ry
P​
Extension ​end) (detaching ​which ​7​. ​magnetism induced ​induced ​of ​in and

E​
Testing the ​the the was were ​ to ​is record iron test ​induce test t​ he ​test induced

D​
polarity ​magnetism Activity: ​magnetized ​filings ​iron t​ he ​ tube ​by ​south?

tube/straw, tube/straw y​ our induced ​stroking. stronger filings o

​ r ​as ​using ​as ​idea. straw
 C​
the I​ f ​the ​ on no, ​slowly by ​the magnetism ​are polarity magnetism south-pole.

O​
​ n magnetized? what ​stroking. ​compass. iron ​
the a magnetized. bar from ​else

P​
of ​nail ​magnet the the ​on ​ results. The The ​can using ​magnet’s ​an ​straw/test I​ f
 Y​
be ​starting/left end is The y​ es, ​ compasses.

totally ​done ​See of iron ​which ​end to the ​to

pulled tube’s filings
​ nd
it end e
that
that test
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?
83
The iron filings lose their induced magnetism after an adequate number of shakes.
Activity 4
Oh Magnets, Electromagnets . . . (Suggested time allotment: 2-3 hours)
Teaching ​DepEd-NSTIC ​Materials: Q
​ uantity 1 100 5 ​Procedure: A
​ particle, exerts
field magnetic magnet paramagnetic pc g ​A. ​magnetic ​ml sources 1. ​Gather ​on When

​ daptation by ​dark ​
mapping an described or can other poles. - - - ​Tips: a D​ field

are ​Project ​be particles a needed, magnetic clear, tap bargaja Specifications ​beach
 E​
changing essentially Characteristics apparatus examined below: is ​ clear a

P​
Concept ​from flat ​sand ​brought field prepare / materials ​ water iron rectangular

electrical the commonly ​using ​dipolar of more sand DepEd-NSTIC ​of ​near or force

E​
of in ​a ​a ​glycerin and ​strong ​a or advance in ​Magnetic ​closely the field
 D​
magnetic produced plastic ​ iron nature, known moving vicinity and ​magnet

C​
filings by containers the as Improvised having ​Field ​is electric of field ​ studying

by a detected ​placed ​improvised the ​magnetic ​a ​Mapping ​around a permanent magnetic

O​
charges. north (100 ​inside ​Projects the by ​board ​a ml) and magnetic
 P​
Apparatus ​the ​ a ​permanent pattern Magnetic object ​plastic. ​magnet. a force

Y
Manual based south ​

or
of field
If ​it
on is
this is not possible, use the common available iron filings. Place these on a cheese cloth before
running tap water over until the water washings come out clear. B. Fill the empty flat bottle with
tap water to the brim and add a pinch of washed
iron sand or filings. Put the cap and shake the bottle. C. Add more iron sand or filings until there
are enough iron sand/iron filings that will give a distinct field pattern when the magnetic board is
placed on top a magnet.
84
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

D​ Figure ​2. 3. 4. 5. 6. ​9​. The through that filings stained Iron the in board. This
groups members use For set groups Remind Improvised glycerin ups lighter

E​
classes of call use sand activity from materials according get over time for in of

P​
the works may ​ iron iron good or to the the with time students as magnetic may

E​
do baby work sand use plastic filing these best and ​ all condition limited to by

be of parts oil the in is the engagement in particles oxidize magnetic done again
 D​
container board better usually pairs ​ glycerin number materials, rusting of

may the and on to than using in work move (which activity.

C​
of an water. use filings boards, be so ​ answered the of available agreed

rotational enclosed the prepared best and the in iron inside is If container

O​
clumps drain members there costlier in handle filings. part sets water. by if
 P​
iron learning by out are not ​ of students inside of than the the filings will Iron the

Y
the no removed. are materials. Light teacher, not different more water baby ​

activity filings materials maximized. the and be working iron magnetic oil) activities and
water. will colored
Group so filings
so kinds while rust
iron
and the
all in
of magnets, button compasses as well as the magnetic board (improvised or not)
without dropping any of these. The low-cost commercial latch magnets more known, as
refrigerator magnets, can be bought from bookstores or craft shops.
7. The neodymium magnet is many times stronger than the ordinary disk magnet that
can hold papers on refrigerator doors. Remind the students to be careful not to get their
fingers pinched between this kind of magnet and other magnetic materials.
85
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8. Remind also the students to open the switch after sending creating a distinct
magnetic field pattern for the current carrying conductors, the current carrying coil and
the electromagnetic nail. 9. It might be best to have the students orient their compasses
along the geographic North-South alignment of the compass needle, assemble their set
up and observe also along the North-South alignment of the compass needle. 10. 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.
Sample Data for Activity 5A:
PART A. Watch their domains!
Sample magnetic field pattern of a latch/refrigerator magnet using an improvised
magnetic board:
Figure 10​. Magnetic field pattern of a latch or refrigerator magnet.
Table 6​. Interaction of latch magnets when pulled at different orientations
START OF THE TILTED DRAG
END OF THE TILTED
OBSERVATIONS
DRAG ​
Perpendicular latch magnets lightly dragged at an angle to the horizontal.
For perpendicular orientation:
Both latch magnets do not have an observable effect on the other during the movement.

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For parallel orientation:
The magnet being dragged over the other magnet moves up and down (at times
creating sounds). In certain locations, the touching ends alternately attract and repel
thus the observed flapping sound and movement. ​Obliquely-oriented latch magnets
lightly dragged
at an angle to the horizontal. For oblique orientation:
The magnet being dragged over the other magnet slightly moves up and down (barely
creating sounds) if not at all.
Answers to Questions:
Q21. ​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 similar to the ones in Figure 10a. 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.
Q22. ​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. At that instant, it moves up as shown in
Figure 11a. The moving down of the top latch magnet suggests a net force of attraction
between the two ends of the latch connecting back as shown in Figure 11 (right).
Parallel latch magnets lightly dragged at an angle to the horizontal.

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Figure 11. ​The top magnet moves up due to repulsive forces (left). The top magnet
moves down due to attractive forces (right). A continuous light drag from end to end
produces the flapping motion.
The flapping effect is greatly evident when the two latch magnets are made to move
past each other with their magnetic field lines oriented parallel to each other, and least,
if none at all when in perpendicular as shown in Table 6.
Figure 12​. Bar magnet representation of aligned magnetic domains in a
latch/refrigerator magnet, showing regions of attraction (dark bands) and regions of
repulsion (light bands). The North and South poles run in alternating bands. (Students
will likely come up with this model.)
Figure 13. ​another representation of the refrigerator magnet as an array of very small horseshoe
magnets that alternate between north and south. Most of the magnetic field lines, extend past the back of
the magnet and very little lines from the front creating stripes about 1-2 mm apart.

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Sample Data for Activity 5B:

PART B. Within the lines...
Table 7​. Magnetic field patterns surrounding magnets and current-carrying conductors
Latch Magnets U-shaped Magnet
Between North – North poles of two bar magnets
(DepEd Magnetic Board)
(​Improvised Magnetic Board)
Between South – South poles of two bar magnets
(DepEd Magnetic Board)
(Improvised Magnetic Board)

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Between North – South poles of two bar magnets
(DepEd Magnetic Board)
(​Improvised Magnetic Board)
Single Bar Magnet
(DepEd Magnetic Board)
(​Improvised Magnetic Board)
Disk Magnet and a Neodymium Magnet
Electromagnetic Nail
Straight current-carrying wire
-+
Current-carrying coil
–+

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Answers to Questions:
Q23. ​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 straight bar The resembles If brought bar The resemble magnets. flowing
Both field concentrated magnet Because pulling between magnet’s The the magnet.

magnet. ​D​ magnetic magnetic latch magnetic lines. the two even into conductor,

E​
which together, magnetically of disk pull bar the ​ or the Lines the the The those

Lines than on magnets refrigerator magnetic is magnet field field field field other
 P​
neodymium’s many them. ​ iron from the the and from that pattern patterns

E​
pattern pattern pole. magnetic radial filings induced times one and a with ​ Thus,

are field one current magnet between pole magnetic the two between already of pole

D​
surrounding stronger. between pattern there ​ strength, iron an field

neodymium unlike carrying bend enter electromagnetic has filings is far, pattern unlike
 C​
between field two a poles away the the ​ it parallel space making coil pulls

radially lines north are poles other poles will magnet which are from weaker

O​
without two surrounding more resemble poles a alternating similar of pole.

P​
the of region the south are two nail, iron have a than ​ disk iron of lines close bar

to U-shaped a two where filings poles that that current filings radial the magnet the
 Y​
magnets. magnetic flowing ​ in bar of of neodymium

neodymium between of towards the the the anymore. magnetic magnets carrying
two magnet
is forces out single single
field less bar or
it, is
bands. The dark bands of concentrated iron filings are wider than the bands almost.
91
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q24. ​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 strength
Q25. ​The towards other other Furthermore, showing Q​ 26. ​direction • • ​Activity ​the
Place magnet, compass Outside iron lines hand, end. ​How between ​poles ​How ​filings,
the is the ​and ​a ​6 ​between not ​do ​button the ​will ​the and where other forces needle ​the

the ​ D​ ​ agnets? you ​lines magnet, move k​ ind magnetic ​region

the ​uniform. ends m
 E​
​ se ​up like points between ​
compass end magnetic of u attraction ​of ​it to pointing

P​
It t​ he ​along ​forces ​the ​Electric ​poles between form is out ​ field button ​over the

compass field unlike the from close bend ​present ​between to strongest ​patterns ​the

E​
​ ield ​iron the c​ ompasses ​two the poles geometric loops away needle
lines F
 D​
south-pole filings flow ​in ​unlike north-pole ​ Simulation ​indicate the ​where

flow inside from out alignment f​ ield? ​moving poles t​ o ​out center or the each ​trace ​end.

C​
out, ​ the ​flow end from lines have ​forces ​along of never of ​the ​into, other

O​
towards one ​ ​ agnetic ​concentrated the the end o
a the are magnet, m ​ f
 P​
meeting. magnet. then closest. i​ nteraction ​magnetic close a ​ and pole. goes say

Y​
field ​enter loops ​ On a The back

lines
bar field
the the
of
(Part I - Of Electric Fields, Forces and Forms) Suggested time allotment: 1
hour) ​Teaching Tips:
1. The University of Colorado shares for public use an online and offline version of “The PhET
Interactive Simulations Project” under the Creative Commons-Attribution 3.0 license and the
Creative Commons GNU General Public License at http://phet.colorado.edu.
92
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
2. These simulations can easily be downloaded and made available for science classes. If it is
possible, make arrangements regarding the use of the school’s computer laboratory facilities.
With the next two activities, the class will be using the PhET simulation programs (and many
more activities you plan to). It would be a great help to navigate and explore the different
simulations available for the study of electricity and magnetism.
3. In this activity, you will empower your students ICT-wise as they explore the electric field lines
and the corresponding directions associated with the ​Answers Of ​1. ​Activity
 Teaching ​H ​Electric ​4. 5. ​1. ​ D​ 2. ​negative The observations A when ​This

E​
PhET Activity would ​7 ​(Part ​printout ​D ​Tips: ​to ​ simulations ​is ​possible.

P​
Fields, ​Simulation be ​the ​the ​II ​5, ​and ​(Suggested ​of ​- ​3. point the ​ Of

​ nd positive ​C ​Magnetic Magnetic ​same. ​can ​out ​Forces

second ​Table ​Activity: a

E​
activity ​ 8 ​applications ​will ​activity ​also ​that ​individual ​4. The ​time ​be output
 D​
B the ​be ​Field ​needed ​Fields, ​and i​ n difference ​shown ​results

C​
allotment: ​charges will ​this on ​Simulation ​5. ​ be ​Forms f​ or ​magnetic E

O​
Forces ​module ​to ​for ​individually each the and ​lies the ​ whole ​1 ​combinations
 P​
group ​6. that bar on ​hour) and ​field. G the magnet ​done. class ​will ​ if ​Forms)

Y​
not ​If clear make the ​via ​7. ​for ​ of ​field F students ​each projector ​close ​charges.

use patterns ​student

of loops 8. the did ​but
A
that can be simulated here compared to the actual discontinuous alignment of iron
filings shown on the magnetic board.
2. The discontinuous lines do not mean that the magnetic field lines are broken. It is just
that the pull of the magnet on the iron filings near it is greater than the forces induced on
iron filings particles by other iron filings next to it.
93
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. Point out also that the program can also simulate measurements of the magnetic field
strength using the field meter. A qualitative as well as quantitative comparison can
clearly be shown validating the students’ inferences regarding magnetic field strengths
and directions in all possible locations in the magnetic field area. In all magnetic field
simulations, the compass can also be moved around to show magnetic lines of force
direction.
4. Again the simulations can also be shown to the whole class via ​Answers Of ​A.
Activity ​Teaching ​1 ​Magnetic ​5. ​6. ​Magnetic B.
​ projector done. A student ​In

​ rintout 6 ​Tips: t​ his ​to s​ tudents. ​

magnetic is feature finding the ​8​part p D​ of

geographic ​the t​ he activity, ​Fields, (​ Suggested ​when ​Table poles ​Field but
​ C. of

E​
students ​ Activity: ​7 Table ​7M, ​possible. observations ​can a ​Around

P​
​ e can is ​9 D. ​shown the ​will ​time ​relate
simulation locations. it ​Forces b
 E​
​ eeded
​ ​So ​allotment: ​of relative ​and ​and n
2 ​only ​Current-Carrying be

D​
non-answer the ​ this the ​E. ​actual ​activity 8 ​simulation earth’s ​Forms t​ o ​for

C​
the use ​ 2 c​ hoice ​each output ​geographic ​F. ​hours) ​magnetic of ​5 ​part
 O​
Conductors a​ ​ group ​included. magnetic ​will ​is worth field pole. ​G. be if

P​ Y
not 3 ​exploring But ​individually ​pattern compass Although ​for ​with ​

each
and
this
by in it
1. In these experiments, current is sent through a straight and a looped conductor. The
students will then observe the response of the compass needle at selected locations
around the wire. Each set- up being observed is best assembled and started with the
compass needle aligned along the North-South geographic direction.
94
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
2. For each location, emphasize to the students that they study carefully how the
compass needle is oriented with respect to the copper wire and the direction of current.
Emphasize also the need to close the switch only long enough for observations.
3. The short wire and the low current input from the batteries will not be strong enough
to show a full clockwise or counterclockwise deflection of the compass needle.
Nonetheless, in two of the four locations, the compass needle will be observed as
 pointing to a clockwise or ​Figure ​4. 5. ​ D​ 14​. counterclockwise use power

Introduce after generate current’s Using the The ​negative): that The magnetic direction
​

E​
of the right-hand ​the other the
​ supply. a students direction. 1-m a ​right the
​

P​
right-hand ​ field. fingers magnetic
​ ​Grasp of
​ long hand ​thumb the
​ rule

E​ D
deflection. have ​the right
​ ​point wire
​ rules for rule, ​points field,
​ ​(a) ​
 recognized conventional hand and ​or to
​ ​straight the
​ ​curl the
​ ​in your
​ Better a fingers

C​
direction ​the 2-3
​ ​in direction
​ ​ students ​or the direction that
​ A results ​(b) current
​

O​
when direct ​direction of
​ a​ ​ direct the can the when ​of which,
looped of ​ current

P​
(from magnetic ​conventional be
​ ​of ​ right ​conductor current
​ ​the needed,
​
 Y​
observed positive depends from thumb ​induced ​ in field a a ​such and
​ to

points ​current. variable

​ wire with follows on only the
will the
in the direction of the conventional current (from positive to negative). Conversely, using
the left-hand rule, the direction of the magnetic field follows the direction of the left hand
fingers when the left thumb points in the direction of the real flow of current (from
negative to positive).
95
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Answers to Questions:
PART A. Magnetic Field around a Straight Conductor
Q27. ​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?
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.
Q28. ​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.
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PART B. Magnetic Field around a Coil of Conductor

Q29. ​From a top-view perspective, in what direction does the north pole of the compass
needle, at the center of the current-carrying coil of wire, 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.
Q30. ​From a top-view perspective, in what direction does the north pole of the
compass needle, at the center of the current-carrying coil of wire, point when the
current’s polarity was reversed?
With current flowing in reverse, the compass needle now points north.
Q31. ​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.

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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q32. ​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.
Q33. ​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.
Q34. ​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.
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.
(a) (b)
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.

EPED
D​
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98
Activity 9
Homopolar Motors Making your own Faraday’s Electric Motor (Suggested
time allotment: 2-3 hours)
Teaching Tips:
 Answers ​Q35. What positive magnets? 1. 2. 3. 4. ​ D​ This use ordinary

Materials schools. Make because between magnets magnets Caution magnets.

E​
computer computer Ensure rotation could ​to ​happens of ​ terminal

Questions: ​is get sure 2 a also or effect also disk do-it-yourself two to snap it hot.

P​
disk and monitors These ​ 3 to that can come neodymium the and such

E​
magnets. that the drives, on Equipment on the cause students ​ could with
shaped the together, each the magnets. or students magnetic mounted loosen students

D​
both blood activity erase ​ These other magnets. wire to made wire taking

watch Caution do blisters recorded parts by magnets once on conducting cards remove

C​
ends not proximity, available ​ a care out of Each simple positioned play the on

O​
or mechanical curled where memories no are distort ​ the fingers one with

students finger in they electric wire part battery loosely they much most these signals
 P​
over ​ may of is or gets on watches. place to the observed. motor public stronger

Y​
skin kind the touching magnetic as chip slowly pinched! ​ Basic on soon

these battery’s sandwiched of that or TV secondary allow magnets

break. than Science
screen,
the makes
as strong These tapes, If the the
the the
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.
99
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q36. 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.
Q37. 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 the
produced ​Q38. ​The in Q ​ 39. An mechanical mechanical ​In in (ends rotations, touch the
​ lectric ​weaker neodymium current-carrying conductor basic magnetic
carrying this a a e
with ​What Based electric ​of activity, wire the within from parts/elements the ​motor

​ re energy. work ​shaped o

electromagnetic a ​ n ​creates m
​ otor? ​disc ​ D​ a field.

within time ​the ​simple magnets. ​the ​the ​is or ​magnet). ​basic simply activity, ​weaker to

E​
wire ​is ​wire) The ​ ​ ​torque influence ​device ​direct to
the a time, DC a

P​
parts/elements ​of that motor The ​a ​ how ​magnetic rotate force a the The ​device

(rotation-causing simple make electromagnetic current ends t​ hat will ​was coil
E​
(or or at ​that you ​a lies region c​ onverts ​assembled a not motor field.

D​
of moving in slower ​ ​ xplain of ​at the a ​a ​all are of steady
uses ​wire in e

simple ​alternately ​electrical ​coil e

​ lectrical ​a contact for rate force) the forces magnetic

C​
the ​using ​ is the (or following: magnetic ​operation electric ​supplied removal on
 O​
​ nergy ​not ​energy ​single disconnect ​
a with exerted e the field. at a ​motor? ​coil

P​
​ f ​coil t​ o ​of on ​into ​
split field moving via all), o ​ o ​all two ring the
a ​(rotor). d

provided because that s​ imple ​from magnets) ​rotational rotational ​charges

brushes

Y
current- (During ​

rotates
their by of
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.
100
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 including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The rotation can also be considered in terms of the coil becoming an
electromagnet that has one side behaving like a north pole and the other side
behaving like a south pole. As with all magnets that interact, the pile of
neodymium magnets under the electromagnetic coil attracts the opposite pole in
the coil and repels the like pole in the coil, causing the coil to spin.

In real motors, the parts, its geometry, assembly and operation is complex, but
the operation of these devices work on the same principle: a magnetic field
affects the charges in a conductor creating an electromagnetic force.
ELECTROMAGNETIC ​Activity ​Teaching ​(Adapted ​1. 2.

D​ This 6m wire, wires) If galvanometer wire make during ​10 ​from ​Tips:

E​
the area ​ is for stranded, sure available ​(Suggested ​loop an

cse.ssl/.berkeley.edu/III/lessons/IIIelectromagnetism/mag_ ​galvanometer a (at

P​
activity more movements. the the similar AWG least) improvised in
 E​
sensitive ​ ​ lectomag.pdf)
preferably local ​Let’s time ​INDUCTION e

D​
#22, to using is ​ hardware what unavailable, and ​allotment:

current-detecting ​Jump ​galvanometer 10 done is commonly to shown

C​ O​
20 or ​In! ​outside electrical meters ​1-2 ​in ​ try Figure used will
 P​
hours) ​on to of device. stores. a not long ​ use for level 20. be simple flat

Y​
an Find Wind ​ surface, moved wire improvised extension a a (double

way longer easily 6m to x

Figure 20. ​An improvised galvanometer can be made by looping enough

length of wire around a compass fitted into a used rubber mat.

101
3. With the Earth’s magnetic field readily available at all times, and a resourceful effort to
procure the long conductor, a sensitive functioning galvanometer and a compass is all it takes to
have this fun activity. Just ensure that the galvanometer will be used with care and must be
connected in series to the long conductor. 4. Although results can be observed even without the
students jumping over the rotated looped conductor, students taking turns in observing and
having fun during the activity will likely lead to higher learning gains. ​(Special acknowledgement
for the activity adaptation consent of the “Multiverse – the education team at the Space
Sciences Laboratory, University of A ​ 40. ​When (or of along galvanometer ​Q41.
​ nswers Q
The indicating Q ​ 42. ​The needle’s aligned the the faster greatest ​Which What ​the ​What
zero ​electric electric ​a compass along portion greatest long C​ alifornia, Science ​greater

mark the t​ o ​effect effect condition ​the c​ urrent? current? ​ D​ (or generated loop.

Questions: ​rotation, or needle or East-West the amount deflection ​through ​does does

E​
​ erkeley ​The ​
half the B ​ r ​of original S
original o ​ mallest rotating the ​for i​ ts ​the the

P​
needle ​multicultural ​electric of ​rotational ​the ​ combination ​direction, is charges

​ ho ​geomagnetic when improvised direction. ​a ​then ​current? part

length greater w
E​
work ​current of the flowing ​education.”​

D​
is ​speed ​is returns ​of ​the t​ o r​ otated the ​ would the ​longest This i​ ncrease

loop as ​No ​galvanometer) orientation ​of ​galvanometer ​loop ​in to c​ urrent ​indicated

C​
indicates t​ he result ​is the the the possible rotated, h
​ ave ​ loop ​diversity f​ astest
 O​
rotating zero t​ o reading? ​in ​on have the ​a on the ​ point the single deflects flow

​ reatest ​in l​ oop the location. either o

the ​in needle’s g ​ n ​galvanometer E
​ arth g
​ alvanometer?

P​
mark of ​the ​of ​ ​ nd ​generated
galvanometer length current either a conductor. a

generated ​for deflection

Y
clockwise ​

​ pace
of the S
side
coil,
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.
102
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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,
Q43. Why does the geographical alignment of the rotating jump wire affect the ​The pole
​ 44. ​The within conductor force through ​Q45. A ​moves
the the the length detected Q
induced Extending model simple loop magnetic Earth’s Earth jump is that W ​ hat How

galvanometer ​shown of a through ​ D​ about the voltage is electric by conductor

magnetic wire when acts Inquiry. and rotated ​will ​magnetic a

​ re ​loop. the field in 1200

E​
electric ​you ​like the or t​ he ​galvanometer. big the or generator cuts lines along

​ xplain ​magnetic ​basic ​field. enough km induces figure ​reading?

Identify electromotive a e
P​
huge field. generator across less away the ​components ​and on magnet Any is

E​
the ​More will North-South frequently greater made field the (offline) magnetic

D​
​ peration ​cause relative consists force next ​
describe o magnetic by similar

when electromotive the page.

from ​of ​free and than the field motion o
​ f the ​alignment, a of Earth to different coil
C​
​ ​field its a when a j​ ump ​lines. s​ imple ​closed bar geographic
electrons cause a

O​
or gives lines between any magnet. current it ​ wire ​force basic The is the

P​
electric ​loop in closed cutting rise rotated ​electric ​the looped coil hence parts ​ to

​ enerator? ​loop an across magnetic

of the to Its South-pole. conductor will be conductor g
 Y
​ enerator? ​greater generated. conductor experience ​
perpendicular of charges g

electromotive
the of conductor generator the to moving current South- in When same
move cuts
the
an to
103
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

D​ ​ 46. ​An as current the indicator

The that via coil pair ring direction. via Q

ammeter the the generated serve of armature of commutator ​How ​wire magnets.
brushes. belt reading as The ​will ​Figure ​that then of stators. or is the current. ​you
commutator a on a connects that cuts test coil On generator the s​ how ​21.

E​
When of makes the bulb across ammeter ​Basic ​wire t​ hat ​other the connected
P​
the in output. that the t​ he ​the p
​ arts ​hand turn hand side, or serves generated

E​
generator ​steady ​ cause is ​of ​wheel Rotating wheel the connected to ​an ​as

D​
the armature ​electric ​magnetic the and a is ​model ​current power rotor.
 C​
​ enerator ​handwheel bulb ​
rotated, test the the to g still ​It shaft is source field the

O​
(DC) is also the ​functions? ​to surrounded power it lines ​ glow armature output

​ odel. ​attached should surrounding proportionate source

connected is terminals m

P​ Y​
to by also flow produce will magnets to terminal to. ​ rotates

in a serve split The

one the
to a
Figure 22​. The test bulb glows as the hand wheel is rotated motor/generator model
indicating that current is generated in the
104
Activity 11
 Principles of Electromagnetic Induction ​(Adapted from the DepEd-NSTIC
Activity on Faraday’s Law of Induction) (Suggested time allotment: 1-2 hours)
Teaching Tips:

1. 2. 3. 4. ​D​ Learners bottles. around copper Commercially Help of energy of

principle 11. Electromagnetic generated Help being source conductor. Lead

E​
understanding the magnetic the mechanical ​ pole the the electric moved the to

of a wire A of students where 350 students field mechanical wider can magnetic

P​
in the Current class can a motor ml made within energy weakens of wind
 E​
electric conductor 10-turn the induction ​ plastic also the recognize realize in

D
was was field coils magnetic the a concept to be energy generator recalling ​

coil magnetic bottle as electric generated demonstrated that used coils are by is that
distance can that, the also within a is that as field instead around both be moving

C​
energy being process ​ guide. as whereas their field available. made the in a

lines from demonstrated in both magnetic magnetic moved in of while Activity within
 O​
cardboard ​ or activity A out the the in are the activities. 20 changing in which

P​
of conversion poles Activity in hook/connecting or closest a relative a ​ 10 field,

magnetic Activity field 22 180 observations electric in increase. the tubes gauge cm

Y​
magnetic 9, the Activity is ​ and to conductor the strongest 11 of wire

conversion the field or current insulated thus, electrical principle it 10 wound steady
plastic
is is wire. field. and
and the
the
the at is
is
105
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.