OVERVIEW

Through this unit, you will discover that this phenomenon is responsible for the numerous radiation, energy,
magnetism and electricity available for us. Have fun while learning! 
The learning guide is divided into three lessons, namely:
 Lesson 1- Electromagnetic Spectrum
 Lesson 2- Mirrors
 Lesson 3- Electricity and Magnetism

GENERAL INSTRUCTIONS:
To do well in this unit, you need to remember and do the following:
1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how to submit them.
3. Consult your teacher if you need to clarify or verify something about an activity.
4. You will frequently come across process questions as you go through different lessons. Keep an
intermediate pad or yellow pad paper where you can write your answers to these questions. Use
also your big notebook to jot down short notes, draw diagrams, and summarize what you have
just read.
5. For worksheets and reports that you need to submit, use the provided checklist and rubric to
evaluate your work before submission.
6. Follow schedule of the activities; remind yourself of DEADLINE. Read in advance when
necessary.
7. Allow time for relaxation and recreation when you are mentally tired . Make a time table to
schedule your study and recreation. Goodluck! 

In case you need to contact me, please use the lines below and observe time convenient in giving a call or
sending a message.

TNT: 09101206252 maryrosecasuyon21@gmail.com Mary Casuyon

TM: 09267238178

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Grade 10: Q2/Weeks 4-5
 Lesson 1- The Electromagnetic Spectrum
WEEKS 1-3
I. Content Standards
The learner demonstrates an understanding of the different regions of the electromagnetic spectrum.
Most Essential Learning Competencies: The learners,
1. Compare the relative wavelengths of the different forms of electromagnetic waves.
2. Cite examples of practical applications of the different regions of electromagnetic waves, such
as the use of radio waves in telecommunication; and,
3. Explain the effects of electromagnetic radiation on living things and the environment.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Identify properties of electromagnetic waves;
2. Cite applications of electromagnetic spectrum; and,
3. Suggests possible solutions and actions on the consequences of electromagnetic radiations.
III. Lesson Development (Suggested Time allotment:2 hours)
A. Electromagnetic Waves
Have you ever heard the word “electromagnetic waves”? What words or groups of words
come in to your mind when you hear this word? Are you aware of its existence? Do you have to be
alarmed in the presence of electromagnetic waves around you?
We live in a modern world where the throb of alternating current generates electromagnetic
waves- from the television, the blender, the computer, the light bulb, the wires in the wall. We enjoy
seeing things around us because of the presence of electromagnetic waves. Some important break
throughs in technology such as mobile communications, radar, television, microwave ovens, and
many more are made possible because of electromagnetic waves.
As you sit and read this learning guide, you are surrounded by the electromagnetic waves you
cannot see or hear. Part of our everyday doings is the exposure to the different forms of
electromagnetic radiations. In this learning guide, you will have a closer look on electromagnetic
waves, the practical applications of the different regions of electromagnetic spectrum and the effects
of electromagnetic radiation to living things and the environment.

The Electromagnetic
Spectrum

Gamma Rays Violet

The Electromagnetic (EM)
Waves X-Rays Indigo

Ultraviolet Blue
Properties and Uses of the
Visible Light Green
Different Regions of EM
Spectrum
Infrared Yellow

Microwave Orange
Practical Application of EM Visible Light

Radiations Radio wave Red

Effects of Electromagnetic
Radiations to Living Things
and the Environment

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Grade 10: Q2/Weeks 4-5
 Forms of Electromagnetic Waves
The electromagnetic spectrum is the range of all electromagnetic
waves that are classified according to the frequency. The electromagnetic
spectrum encompasses all wave frequencies, including radio, visible
light and X-rays. All electromagnetic waves (EM waves) waves are
made up of photons that travel through space until they interact
with matter, and some waves are absorbed and others are reflected.
Though the sciences generally classify EM waves into seven basic
types, all are manifestations of the same phenomenon .
Further reading: Please refer to your textbook on page
62.

Fig.1.The electromagnetic spectrum from lowest energy/longest wavelength (at

the top) to highest energy/shortest wavelength (at the bottom).
Credit: NASA's Imagine the Universe: https://imagine.gsfc.nasa.gov/science/toolbox/emspectrum1.html

Radio: Your radio captures radio waves emitted by radio stations,

bringing your favorite tunes. Radio waves are also emitted by stars and
gases in space (Further reading: Please refer to your textbook on pages
65-68).
Microwave: Microwave radiation will cook your popcorn in just a few minutes, but is also used
by astronomers to learn about the structure of nearby galaxies (Further reading: Please refer to your
textbook on pages 68-70).
Infrared: Night vision goggles pick up the infrared light emitted by our skin and objects with heat. In space,
infrared light helps us map the dust between stars (Further reading: Please refer to your textbook on pages
70-71).
Visible: Our eyes detect visible light. Fireflies, light bulbs, and stars all emit visible light.
Ultraviolet: Ultraviolet radiation is emitted by the Sun and are the reason skin tans and burns. "Hot" objects
in space emit UV radiation as well (Further reading: Please refer to your textbook on pages 71-73).
X-ray: A dentist uses X-rays to image your teeth, and airport security uses them to see through your bag. Hot
gases in the Universe also emit X-rays (Further reading: Please refer to your textbook on pages 73-74).
Gamma ray: Doctors use gamma-ray imaging to see inside your body. The biggest gamma-ray generator of
all is the Universe (Further reading: Please refer to your textbook on page 74).
IV. Synthesis Questions (Suggested Time allotment: 30 minutes)
Briefly explain the following questions using your OWN words. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number (5 points each).
1. What are the components, and uses of the different regions of the electromagnetic
spectrum?
2. How safe are electromagnetic waves?
V. Activity No. 1 (Suggested Time allotment: 2 hours)
Write your answers in an intermediate pad or yellow pad paper and do not forget to write the page
number (35 points).
Direction: After reading your learning guide and your textbook, use the important concept that you
encountered to complete the table below.

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Grade 10: Q2/Weeks 4-5
 Electromagnetic Spectrum Characteristics Sources Uses Danger
1.
2.
3.
4.
5.
6.
7.
B. Effects of Electromagnetic Radiation (Suggested Time allotment: 1 hour)
Radiations consist of both electric and magnetic fields. They are coming from natural and
manmade resources. Electromagnetic Radiation (EMR) is present in some scenario of everyone’s life.
Some of the most common sources of electromagnetic fields that everybody experiences are the solar
radiation, the electric current that supplies household (mobile phone, television set, Wi-Fi,
microwave, computer, others) and antennas for telecommunications. Artificial resources are used to
generate high-level electromagnetic radiations which may be typically found in medical devices such
as Magnetic Resonance Imaging (MRI), laser lithotripsy, X-ray Computed Tomography (CT),
radiation therapy, chemotherapy, immunotherapy, Positron Emission Tomography (PET), and
others (Corresponding Author: Sidra Batool, MD; e-mail: sidra.batool@uniroma1.it).
In a residential environment, the diffusion of the induction cooktop, hairdryers, cordless
phones, modems, routers, appliances, alarm system, and others, increases the possibility of domestic
exposure to magnetic fields. Nevertheless, electromagnetic fields can also be used for the treatment
of different diseases such as cancer, kidney stones, gallstones, brain, liver, and other.
The above described technologies are due to the range of frequencies decreasing from ultra-
high frequencies to extra low frequencies available in the electromagnetic spectrum.
Further reading: Please refer to your textbook on page 77.
VI. Synthesis Questions (Suggested Time allotment: 30 minutes)
Briefly explain the following questions using your OWN words. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number (5 points each).
1. What are the things that you found out on the risks and hazards in dealing with
electromagnetic radiations?
2. How safe are the electromagnetic waves to living things and environment?
VII. Activity No. 2 (Suggested Time allotment: 2 hours)
Direction: Answer Exploring Further (numbers 3 and 4) in your textbook to page 85. Write your
answer in an intermediate pad or yellow pad paper and do not forget to write the page number (15
points each).
VIII. Video Viewing (Suggested Time allotment: 10 minutes)
Watch and explore the links below.
https://www.youtube.com/watch?v=cfXzwh3KadE
The Electromagnetic Spectrum
https://www.youtube.com/watch?v=EuKzI3g5ra4
Biological Effects of Radiation
IX. Values Integration (Suggested Time allotment: 10 minutes)
Radiation is the harmful substances that surround us but there is a true radiation which
radiates us people who by faith took hold of the promises of God. There are positive consequences
for the people of God which is the faith that imparted to us and a radioactive consequence for the
enemies of God which is the decay and destruction.
Christians who embrace this kind of faith know that Christ is our vision. It is through Him that
we fulfill our calling as individuals, and corporately through the church. When we choose to make
Him known through our own God anointed giftings, we cross the line of faith and choose to do
radioactive damage to the kingdom of darkness by serving others.
X. Purposive Assignment (Suggested Time allotment: 1 hour)

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Grade 10: Q2/Weeks 4-5
 Please answer Checking Ideas (letter B) in your textbook to pages 82-84. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number.

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

XI. References
 Online/Weblinks
Online, Available at https://imagine.gsfc.nasa.gov/science/toolbox/emspectrum1.html.
(Accessed last 9 November, 2020)
Online, Available at https://www.europeanreview.org/wp/wp-content/uploads/3121-3128.pdf.
(Accessed last 9 November, 2020)

Lesson 2- Mirrors
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Grade 10: Q2/Weeks 4-5
WEEKS 4-5
I. Content Standards
The learner demonstrates an understanding on the images formed by the different types of mirrors
and lenses.
Most Essential Learning Competencies: The learners:
1. Predict the qualitative characteristics (orientation, type, and magnification) of images formed
by plane and curved mirrors and lenses; and,
2. Identify ways in which the properties of mirrors and lenses determine their use in optical
instruments (e.g., cameras and binoculars).
II. Learning Objectives
At the end of the lesson, I CAN:
1. Differentiate mirror from lense;
2. Identify the characteristics of plane mirror and curved mirror;
3. Differentiate convex mirror from concave mirror; and,
4. Identify how the properties and characteristics of mirrors and lenses are used in our daily life.
III. Lesson Development (Suggested Time allotment: 3 hours)
A. Plate Mirror
A plane mirror is the kind of mirror you're probably used often to using, although if social
media are any indication, "selfies" had largely come to replace actual mirrors early in the 21st
century. Ideally, a plane mirror consists of a perfectly flat surface with no distortions, and bounces
100 percent of the light that strikes it (incident light) back at a predictable angle.
While no mirror is "perfect," ideal entities in physics are fun to talk about. In the course of
learning about plane mirrors, you'll get a taste of the general science of optics, and a sense of one of
the many ways your eyes can fool you in the course of doing their job exactly as designed.
Image location is the location in space where all the reflected light appears to diverge from.
Since light from the object appears to diverge from this location, a person who sights along a line at
this location will perceive a replica or likeness of the actual object.
Characteristics of Plate Mirror
a. Reflection and Refraction
When light rays strike a physical surface, their path can change in a number of ways.
The rays can bounce off of the surface, pass through it, or some combination of both.
When light rays bounce off an object, this is called reflection, and when they pass
through it and are bent in the process, this is called refraction. The latter is an action of
lenses, whereas the only concern with
plane (and other) mirrors is reflection.
The law of reflection states
that the angle of incidence of light rays
striking a plane mirror is equal to the
angle of reflection, with both measured
with respect to a line perpendicular to the
surface of the mirror.
Fig.2.The image shows the first law of reflection
states that the angle of incidence is equal to the angle of
reflection.
https://www.toppr.com/content/story/amp/laws-of-reflection-49159/

b. Real vs. Virtual Images

In addition to being divided into "real" and "virtual," images can also
be upright or inverted. Anyone who has ever used the inside of a spoon as a mirror has seen an
example of an inverted image.

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Grade 10: Q2/Weeks 4-5
 Plane mirrors are said to create upright images, but this is a misleading or at least
incomplete description of what is happening, because it applies only to the y-axis, or vertical
axis.
If you look into a mirror, the top of your head is behind and above your eyes compared to
the mirror, and correspondingly, the eyes of the image are closer and lower in relation to the
mirror (and you) than the back of the head of the image. 
Further reading: Please refer to your textbook on pages 88-89.
B. Curved Mirror
The two types of spherical mirrors are concave and convex. Each type reflects images in a
different fashion. This is due to the curve of the mirror. A good example of how a curved mirror
alters an image can be seen in a fun house mirror. The image reflected back can make a person look
tall and skinny or short and fat.
a. Concave Mirror
A convex mirror works like a concave lens. It curves light away from its middle, like
the outside portion of a bowl. This type of mirror will produce only smaller and virtual
images. Because of their shape and focal point placement, images in concave mirrors appear
upside down and far away. However, when you move closer, the object enlarges. If you get
close enough, the object enlarges more and the image is right-side up.
b. Convex Mirror
In a convex mirror, images appear right-side up, shrunken and virtual, or placed
somewhere behind the mirror. A concave mirror works much like a convex lens. It bends
light further away in the middle, more like the inside of a bowl. How images appear depends
on the proximity of objects to the mirror. At certain distances objects will appear virtual
whereas other locations will cause an image to appear larger, inverted, real, or erect.

Fig.3.The image shows a concave mirror is one that curves in

like a bowl. The image is seen inverted. The image can be smaller,
the same size or magnified depending on the distance from the
concave mirror.

Fig.4. The image shows a convex mirror is shaped like the

outside of a bowl. The middle of the convex mirror is raised from
the edges. Images will always appear erect and virtual. The size of
the image will be reduced.

https://cnx.org/contents/dP0ocxV9@11.18:Wn4eOVEH@12/Spherical-Mirrors

Further reading: Please refer to your textbook on pages 89-90.

IV. Synthesis Questions (Suggested Time allotment: 1 hour)
Briefly explain the following questions using your OWN words. Write your answers in an
intermediate pad or yellow pad paper and do not forget to write the page number (10 points each).
Direction: Answer the following using a Venn diagram.
a. List the differences and similarities of convex mirror from concave mirror.
b. List the differences and similarities of lens from mirror.
c. List the differences and similarities of plane mirror from curved mirror.
V. Video Viewing (Suggested Time allotment: 10 minutes)
Watch and explore the links below.
https://www.youtube.com/watch?v=g1idRqwEFak
Application of Lenses in Daily Life
https://www.youtube.com/watch?v=2fqFAQwpjYg
Applications of Mirrors in Daily Life

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Grade 10: Q2/Weeks 4-5
 VI. Values Integration (Suggested Time allotment: 20 minutes)
Some people are kind to you; if you care about them, they will care about you; if you help
them, and they will help you, and so on. But, on the contrary, if you are negative, if you hate, if you
are angry, if you are tensed and so on, all these feelings will lead to undesirable behaviors. People
react to our words and actions. People will echo our mood and feelings. In other words, they will
treat you in accordance the way you treat them.
So if the world is a mirror of our inner world, any negativity we experience in our world is a
reflection of our thought pattern, words and speech. And this manifests in our life as critical bosses or
negative comments from strangers. It even manifests as an unclean environment, noise and pollution
in our experience. It is all a reflection of you, of us. No need to get scared living in our world.
Fighting! 
VII. Performance Check (Suggested Time allotment: 2 hours)
Your goal in this section is to apply your learning to real life situations. You will be given a practical
situation which will demonstrate your understanding of the topic. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number (50 points).
Direction: Identify how the properties and characteristics of mirrors and lenses are used in the
following optical instruments. Complete the table below.
Optical Instruments Properties and Characteristics
1. Magnifying glass
2. Compound microscope
3. Telescope
4. Camera
5. Human eye

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

VIII. References
 Online/Weblinks
Online, Available at https://imagine.gsfc.nasa.gov/science/toolbox/emspectrum1.html.
(Accessed last 9 November, 2020)
Online, Available at https://www.europeanreview.org/wp/wp-content/uploads/3121-3128.pdf.
(Accessed last 9 November, 2020)

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Grade 10: Q2/Weeks 4-5
 Lesson 3- Electricity and Magnetism
WEEKS 6-7
I. Content Standards
The learner demonstrates an understanding on the relationship between electricity and magnetism in
electric motors and generators.
Most Essential Learning Competencies: The learners:
 Explain the operation of a simple electric motor and generator.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Differentiate between motors and generators;
2. Identify the different proponents of electricity and magnetism; and,
3. Recognize the importance of electricity and magnetism in daily life.
III. Lesson Development (Suggested Time allotment: 1 hour)
A. Motors and Generators
We've all been there like one moment we’re watching our favorite program on TV and the
next we’re in the dark because the power's gone out. At such a time, we may wish we had a candle or
a flashlight so that we could see in our dark house. But what would be really useful is
a generator because this converts mechanical energy into electrical energy. If the generator were
powerful enough, we could use it to restore electricity to our house, at least for a little while.
Now that you know how handy a generator is, you may be tempted to rush to the store and
buy one. So, you get in your car and you drive there, pick one up and bring it home. Once you get
your power restored, you realize that in the darkness you were clumsy and knocked your dinner plate
onto the floor. So, you get the vacuum out and start cleaning it up. At this point you have done an
amazing thing which you have essentially reversed what the generator did. Inside the vacuum is
an electrical motor, which converts electrical energy into mechanical energy.
While the generator and the vacuum (or any other device powered by a motor) may serve
different functions, they are actually two sides of the same coin. In fact, they are the same device. In
an electrical motor, the input is electricity and the output is mechanical power. Contrary to this, a
generator takes mechanical power and outputs electricity. In both cases, electricity is flowing
which are just in a different direction.
Further reading: Please refer to your textbook on page 134 for the topic “Electric Motor”.
Further reading: Please refer to your textbook on pages 136-175 for the topic “Generator”.
B. Electromagnetism
Both motors and generators run because of something called electromagnetic induction.
Discovered by Michael Faraday, this is when a voltage is induced by a changing magnetic field.
With electromagnetic induction, an electric current can be produced in a coil of wire by moving a
magnet in or out of that coil, or by moving the coil through the magnetic field. Either way, voltage is
created through motion.
Further reading: Please refer to your textbook on pages 136-136.
How to Make a Simple Electric Motor (Suggested Time allotment: 1 hour)
Energy comes in many forms. Electric energy can be converted into
useful work, or mechanical energy, by machines called electric motors.
Electric motors work due to electromagnetic interactions: the interaction
of current (the flow of electrons) and a magnetic field.
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Grade 10: Q2/Weeks 4-5
Materials
 D battery
 Insulated 22G wire
 2 large-eyed, long, metal sewing needles (the eyes must be large enough to fit the wire
through)
 Modelling clay
 Electrical tape
 Hobby knife
 Small circular magnet
 Thin marker
Procedure
1. Starting in the center of the wire, wrap the wire tightly and neatly around the marker 30 times.
2. Slide the coil you made off of the marker.
3. Wrap each loose end of the wire around the coil a few times to hold it together, then point the wires
away from the loop, as shown in the image below:

What is this? What is its purpose?

4. Ask an adult to use the hobby knife to help you remove the top-half of the wire insulation on each
free end of the coil. The exposed wire should be facing the same direction on both sides. 

Why do you think half of the wire needs to remain insulated?

5. Thread each loose end of the wire coil through the large eye of a needle.
Try to keep the coil as straight as possible without bending the wire ends.

6. Lay the D battery sideways on a flat surface.

7. Stick some modeling clay on either side of the battery so it does not
roll away.
8. Take 2 small balls of modeling clay and cover the sharp ends of the
needle.
9. Place the needles upright next to the terminals of each battery so that
the side of each needle touches one terminal of the battery.

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Grade 10: Q2/Weeks 4-5
 10. Use electrical tape to secure the needles to the ends of the battery. Your coil should be hanging above
the battery.
11. Tape the small magnet to the side of the battery so that it is centered underneath the coil.

Results
The motor will continue to spin when pushed in the right direction. The motor will not spin when the initial
push is in the opposite direction.
Content originates from: https://www.education.com/science-fair/article/no-frills-motor/

IV. Activity No. 3 (Suggested Time allotment: 1 hour)

Direction: Answer Exploring Further (numbers 2 and 3) in your textbook to page 145. Briefly
explain it using your OWN words. Write your answer in an intermediate pad or yellow pad paper
and do not forget to write the page number (15 points each).
V. Values Integration (Suggested Time allotment: 20 minutes)
God’s power is like electricity–always there but you have to turn on that He’s there, that
He’s true. According to folklore Benjamin Franklin discovered electricity when he flew a kite with a
key on it during a thunderstorm (please don’t try that at home). Mr. Franklin may have discovered
electricity, but it is still largely a mystery. What is it exactly? History records that in the 19th and
early 20th century, electricity was considered “… a mysterious, quasi-magical force that can slay
the living, revive the dead or otherwise bend the laws of nature.”
Today we are more sophisticated. We have explanations of electricity like: “It is the energy
conducted by electrons (which are the subatomic particles) jumping around.” So, I guess that means
electricity is made up of invisible things when they move really fast.
We may not fully understand electricity, but I think we all believe in it. Otherwise, you
wouldn’t have turn on that light switch this morning or later in the evening. Electricity can actually
help us to understand what the Bible means by “faith” because both God and electricity are
invisible. When an appliance is plugged into the right (invisible) electric current, it can function the
way it was made to operate. When we put our faith in Christ, then our hearts can see what we were
made to see.
Faith in God is not a leap into the dark. Faith in God produces a light that we never saw
before.

VI. Purposive Assignment (Suggested Time allotment: 1 hour)

Please answer Checking Ideas (letter B) in your textbook to pages 143-144. Write the letter of your
answer in an intermediate pad or yellow pad paper and do not forget to write the page number.

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

VII. References
 Online/Weblinks
Online, Available at https://www.education.com/science-fair/article/no-frills-motor/.(Accessed
last 10 November, 2020)
Online, Available at https://electronics.howstuffworks.com/motor.htm.(Accessed last 10
November, 2020)
Online, Available at https://www.explainthatstuff.com/electricmotors.html.(Accessed last 10
November, 2020)

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Grade 10: Q2/Weeks 4-5