EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 1

I. OBJECTIVES
The learners demonstrate an understanding of the relationship between electricity
A. Content Standards
and magnetism in electric motors and generators.
B. Performance The learners shall be able to build a simple electric DC motor using available
Standards materials .
The learners should be able to demonstrate the generation of electricity by
movement of magnet through a coil.
(S10FE-IIj-56)
C. Learning
Specifically, at the end of the session, 80% of the learners should be able to:
Competencies/
a. describe the effect of the changing magnetic field in a current-carrying
Objectives
conductor;
Write the LC code
for each b. identify the factors affecting induced voltage and current across a
conductor; and
c. recognize Faraday and Lenz’s important contribution in the field of
electromagnetism.

II. CONTENT Electromagnetic Effects – Electromagnetic Induction

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Physics, Third Edition by James S. Walker
4. Additional Materials
from Learning
Resource (LR) portal
1. PhEt Interactive Simulations. “Faraday’s Electromagnetic Lab”
https://phet.colorado.edu/en/simulation/legacy/faraday
2. PhEt Interactive Simulations. “Faraday’s Law”
https://phet.colorado.edu/en/simulation/faradays-law
B. Other Learning 3. Edu, Iken. You Tube. “Electromagnetic Induction”. Published March 22,
Resources 2016, https://www.youtube.com/watch?v=3HyORmBip-w
4. Notes. “Applications of Electromagnetic Induction”. July 22, 1999.
http://physics.bu.edu/~duffy/PY106/Electricgenerators.html
5. PresentationExpress Conceptual Physics
6. Google Images

Ask the learners to list down materials that are considered magnetic and non-
magnetic:
MAGNETIC NON-MAGNETIC
A. Reviewing previous
lesson or presenting
the new lesson
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 2

Ask the learners to identify the picture below:

B. Establishing a
purpose for the
lesson

A B
(Photo credit: Google Images)
Guide Questions:
1. Are you familiar with picture A? How about picture B?
2. How do you think picture A and picture B work?

“Picture Analysis”

C. Presenting
examples/instances
of the new lesson

(Photo credit: PresentationExpress Conceptual Physics)

Guide Questions:
1. What can you say about the picture above?
2. Can you produce current without using battery or any power supply? How?

D. Discussing new “P-O-E”

concepts and
practicing new skills Using the galvanometer, ask the learners to predict and explain their observation
#1 on the meter reading.

Illustration Description Observation/s Explanation

The magnet is
moved through a
coil of wire.
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 3

The magnet is
move faster
through the coil
of wire.

Loops of wire
was added

The magnet is
pulled out rather
than pushed in

“Simulation”

E. Discussing new Using the simulation, https://phet.colorado.edu/en/simulation/faradays-law, ask

concepts and the learners to explore the simulation to verify their prediction.
practicing new skills
#2 Note:
If computers are not available in the classroom, the teacher may use actual
objects.
”Video Clip”

Reinforce learning by watching a short video clip about Electromagnetic Induction.

Refer to this link https://www.youtube.com/watch?v=3HyORmBip-w
F. Developing mastery
Guide Questions:
(leads to Formative
1. What is produced if you move the magnet in and out the solenoid?
Assessment 3)
2. What is the effect of changing the rate of the movement of the magnet in
and out the solenoid?
3. What are the factors affecting the induced voltage and current across a
conductor?
G. Finding practical
Electromagnetic induction is an incredibly useful phenomenon with a wide variety
applications of
of applications. Induction is used in power generation and power transmission.
concepts and skills
Based on your learning, explain the principle behind that.
in daily living
H. Making
generalizations and
Re-discuss the guide questions in the “Picture Analysis” and “P-O-E” activity.
abstractions about
the lesson
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 4

“KWL”

Ask the learners to fill up the table below:

I. Evaluating learning

J. Additional activities
Redirect learners to look for additional materials if they feel the need to have more
for application or
information about the Faraday’s Law and Lenz’s Law.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Maria Allen B. Secretario Writer 2 (Blank if none)

Writer/s: Pasig City Science High School School
Pasig Division

Member 1 Member 2
School School
Division Division
Team Members: Member 3 Member 4
School School
Division Division
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 5

TEACHER HANDOUT
(with additional suggested activities)

Electromagnetic Induction occurs when an emf is induced in a coil due to a changing magnetic flux.

We have seen from the last two chapters that Electricity and Magnetism are inter-linked.

The English scientist Michael Faraday investigated this relationship.

He found that if you moved a magnet in or out of a coil of wire, a voltage was generated (more properly called an
emf (electromotive force).
He also realized that the quicker you moved the magnet (or the coil), the greater was the emf generated.
This is now known as Faraday’s Law of Electromagnetic Induction.

Demonstrating Faraday’s Law

1. Move the magnet in and out of the coil slowly and note a slight deflection.
2. Move the magnet quickly and note a greater deflection.

Later on it was found that the direction of the emf could also be predicted.
This is known as Lenz’s Law.
The two laws together are known as the laws of Electromagnetic Induction

The Laws of Electromagnetic Induction.

1. Faraday’s Law states that the size of the induced emf is proportional to the rate of change of magnetic flux.
2. Lenz’s Law states that the direction of the induced emf is always such as to oppose the change producing it.*

Lenz’s Law

Lenz’s Law states that the direction of the induced emf is always such as to oppose the change producing it.

Explanation:
We know that when a magnet and coil move relative to each other, an emf is induced.
Now if the coil is a conductor the induced emf will drive a current around the coil.
This current has a magnetic field associated with it.
The direction of this magnetic field will always be such as to oppose the change which caused it.

Demonstrating Lenz’s Law (i): Magnet, Plastic and Copper Tubes*

Apparatus:
Copper pipe, plastic pipe, stopwatch, strong neodymium magnet, piece of Magnet
neodymium, or iron, (same size as magnet). Magnet

Procedure:
Drop the neodymium magnet down both tubes and compare the time
taken for each for each. Copper pipe Plastic pipe

Observation:
The time taken for the magnet to fall down through the copper tube is
much longer than the time taken for the magnet to fall down the plastic tube.
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER/FORCE MOTION & ENERGY WEEK 9 DAY 4 6

Explanation:
The falling magnet creates a changing magnetic flux in both tubes.
An emf is therefore induced in both tubes.
But current flows in the copper tube only because this is the only material that is a conductor.
This induced current generates a magnetic field which oppose the motion of the falling magnet.

Demonstrating Lenz’s Law (ii): Magnet and Aluminium Ring

Apparatus:
Aluminium ring, magnet, thread, retort stand.

Procedure:
1. Move one end of the bar magnet towards and into the ring. The ring
moves away from the magnet.
2. Hold the magnet in the ring and quickly pull it away. The ring follows the
magnet.

Observation:
When the magnet moves, the ring responds by moving in the same direction.

Explanation:
The moving magnet causes a changing magnetic flux in the ring.
An emf is therefore induced in the ring and this emf in turn generates a current.
This current creates a magnetic field that exerts a force to oppose the motion of the magnet. The magnet exerts an
equal and opposite force on the ring and so the ring moves foward.