Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

10 Zest for Progress

Z Peal of artnership

SCIENCE Grade 10
Quarter 2 – Module 7
Simple Electric Motors and
Generators

Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

Module Simple Electric Motors and
7 Generators

What I Need to Know

Isn’t it amazing that we clearly get to enjoy the comforts brought about by the
various kinds of technology nowadays and yet vaguely understands how exactly they
work? Have you ever wondered how these seemingly complicated technology is
anchored on the basic concept of simple electric motors and generators?

In this lesson, you will learn about the relationship between electricity and
magnetism in electric motors and generators. You will eventually be able to explain how
electric motors and generators operate (S10FE-IIj-54).
Specifically, you will:

a. Identify home devices/appliances according to some usage of electric

motors.
b. describe the energy conversions that take place in a motor and generator;
and
c. build a simple electric motor and describe how it works.

What’s In
In the previous weeks, you were introduced to the electromagnetic spectrum and
got to know the practical applications of the different regions of the Electromagnetic
waves, such as the use of radio waves in telecommunications, and the use of visible light
in image formation in optical instruments like lenses and mirrors. This time, you will learn
how the concept of electromagnetism is used in simple electric motors and generators.
You will also be challenged to build a simple electric motor and explain how it operates
as well as how this concept is currently applied in various forms of technology.

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 Activity 1: Electric Motors at Home.
Score:
Directions: For an easy start, identify some home appliances ______
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that use electric motors. Listed on the box are home devices and below
it is the short description/s on how the electric motor functions in a device.
Your task is to write the home devices/appliances on the first column, beside the function
10 energy
of the motor that matches the device. On the third column, indicate the useful
output for each device. Some items have already been answered. It is now your task to
finish the job.

a. Electric drill g. Food blender, coffee grinder

b. Fan (floor fan, table fan, ceiling fan etc.) h. Garbage disposal in sink

c. Computer disk drive and hard drive i. Hair dryer (blow dryer)

d. Clothes washer /Clothes dryer j. Electric toothbrush

e. Vacuum cleaner (including hand held models) k. Sewing machine

f. Mixer l. Battery-powered toy car or truck

Home Appliance Function of Motor Useful Energy Output

1
Electric drill Spins drill bit Mechanical
2
Spins floppy and hard drive disks
3
Spins propeller or vanes to circulate air
4 Spins beater to mix food
5 Spins a large drum to wash and remove
water from clothes
6
Spins a wheel to move needle and
Mechanical
thread up and down
7
Spins small fan to blow hot air out
8
Spins blade to grind up food wastes
9 Food blender/coffee Mechanical
grinder Spins blade to chop or grind food
10
Spins fan inside to suck air and dirt
Table 1: Electric Motors in home appliances

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 What’s New
Read over your answer regarding the home devices/ items in activity 1-
Electric Motors at Home. Notice that all of these items use electric energy to power its
electric motor. What is the form of the output energy as depicted in the short description
of the devices? If you were able to correctly answer this, chances are that you can already
identify the main function of electric motors.

Understanding how electric motors and generators work and identifying how they
are used will help you realize the central role that motors and generators play in producing
and using electricity for various purposes. Try this next activity to learn more about electric
motors and generators.

Activity 2: Picture Analysis. Analyze the diagram. Fill in the

appropriate word on the space provided using the words Generator, Score:

Electrical Energy, Electric Motor, Mechanical Energy. Answer/s may be ______

10
repeated. (1 point each item and 4 points for the Key question)

Figure 1: Picture Analysis on conversion of energy

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5
 Key Question: How is energy converted in electric motors and generators? Write your
answer on the space provided. (4 points)
_____________________________________________________________________

______________________________________________________________________

What Is It
Electric motors are made in a wide range of sizes and are used to run things
ranging from toys to home appliances and to heavy industrial machinery and urban
subway trains. The efficiency of electric motors is high; small motors convert electricity
into motion with 60 to 75 percent efficiency, while large motors have efficiencies as high
as 90 to 97 percent. Motors can be made to use electricity produced by batteries and
solar cells (photovoltaic cells) or the electricity produced by an electric utility’s power
plants and distributed by its transmission lines. These characteristics have led to the
widespread use of electric motors for many purposes.
Now there are energy resources that an electric utility might use to produce
electricity. It includes coal, oil, natural gas, nuclear energy, wind, falling water, and solar
cells. Excluding solar cells, the energy contained in all of these resources is converted
into electricity using an electric generator. An electric generator is a device that converts
mechanical energy into electrical energy; it is essentially an electric motor being run in
the opposite way. The energy conversions in the motor (electrical energy to mechanical
energy) are the reverse of those in the generator (mechanical energy to electrical energy).
In fact, many electric motors and generators are built the same way and can be used
interchangeably. Mechanical energy can be transferred to small generators through the

Figure 2: Generating electrical Energy in Power plants

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7
use of gears or belts attached to pulleys, much like those connecting a car’s engine to its
alternator (a type of generator). Large generators used in electricity production are
connected to turbines—devices consisting of vanes or blades attached to a wheel or set
of wheels mounted on a shaft. A substance such as pressurized steam, water, or air
strikes the turbine blades, spinning the turbine and the generator together. Power plants
that burn fossil or nuclear fuels heat water to produce pressurized steam to drive the
turbine and generator. Hydroelectric dams use falling water, and wind turbines use wind
pushing on propellers for the same purpose. Shown on page 6 and 7 are diagrams of
power plants’ usage of electric motors and generators. Like electric motors, generators
come in many sizes, ranging from the generators bicycles use to light a small headlamp
to the large generators power plants use to produce electricity. Power plant generators
are extremely efficient, converting up to 99 percent of mechanical energy into electrical
energy. (However, the high efficiency of electric power plant generators should not be
confused with the overall power plant efficiency, which is about 33 percent.) In activity 2,
you should notice that nearly all power plants produce electricity using generators. In turn,
much of the electricity produced by generators is used by electric motors found in various
gadgets like those in home appliances. This system is made possible by electric
generators and motors—two simple, versatile devices that are actually the mirror images
of one another.

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 Score:
______
10

What’s More
Activity 3: Build Me Up. A simple electric motor is shown below. Identify at least 5
10 of a simple
items/materials found in the figure which may be relevant to the construction
electric motor and name a possible material which may be used as an alternative (10
points). You may also construct your own version of electric motors when materials are
available in your area and take a video of yourself with your self-constructed working simple
electric motor and submit the video clip to your science teacher. (10 bonus points).

Figure 3: Simple Electric Motor

Source: https://www.khanacademy.org/science/high-school-physics/dc-circuits/x2a2d643227022488:explore-electric-motors/v/build-your-own-motor

Materials Needed Alternative Materials

As Shown In The Figure Readily Available In The Vicinity

1. Coil of magnetic/ copper wire

2.

3.

4.

5.

Procedure:
Warning! Disconnect the DC motor model immediately after making observations.

1. Wind the copper wire into a coil about 1 inch (2.5 cm) in diameter. Make four or
five loops. Wrap the ends of the wire around the coil a couple of times on opposite

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 sides to hold the coil together. Leave 2 inches (5 cm) projecting from each side of
the coil and cut off any extra wire.

2. If you are using insulated wire, use the wire strippers to strip the insulation off
the ends of the wire projecting from the coil. If you are using enameled wire, use
the sandpaper to remove the enamel.

3. Position the washer/ paper clip opposite yet in level with each such that it can
hold the coil of wire as shown in the figure.

4. Use the alligator clip leads to connect the battery or power supply to the paper
clips, connecting one terminal of the battery to one paper clip and the other terminal
to the other paper clip

5. Testing of Model – Carefully pile with the three neodymium/ axial magnets and
the battery on a level surface. Mount the shaped wire, with its pivot part as a
rotating point, over the positive terminal of the battery. Check that the bottom ends
of the wire curl loosely around the magnets forming a closed circuit. You now have
a simple DC electric motor model that we will simply call a DC motor model. Give
the current-carrying shaped wire a gentle spin.

Observe and record what happens to the coil of wire. If your DC motor does not
work, stretch your tolerance, abilities, and knowledge. Have fun making your motor model
demonstrate the relationship between electricity and magnetism.

Score:
What I Have Learned ______
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Activity 4: Sum it Up challenge.

To process what you have learned, sum up the lesson by filling

in the necessary word/s to complete each sentence. (1 point each)
10
The two examples of electromechanical conversion devices are
1_______________ and 2__________________ . Both of these are electromagnets,
whose magnetic properties can be turned on and off depending on the presence and
absence of 3. ________________. Electric motors convert 4________________ energy
to 5________________ energy while 6________________ convert mechanical energy
to 7 _______________. Most Power plants make use of 8________________ to
generate electricity and the electricity generated usually ends up being used in the home
appliances that operate with the use of electric motors.

10
 Score:
______
10
What I Can Do
Activity 5: Sketch me a picture. Choose any of the 2 tasks to accomplish. You may
use the format provided below or attach a separate sheet for your output. 10

1. Draw a diagram on how your knowledge of simple electric motors and

generators can be utilized to solve a problem/ alleviate a situation in your
community or in your household.
2. Sketch how the electricity produced by generators is transported to homes
and schools where motor-driven devices and appliances are used.

Identified Problem/ Task: (2 points)

Sketch / diagram Description/ Explanation

(5 points) (3 points)

Table 2: Applying knowledge in electric motors and generators.

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 Score:
Assessment ______
10
Multiple Choice:
Directions: Write the letter of the best answer on the space provided.

_____1. Which of the following is NOT true about simple motors? 10

a. It converts mechanical energy into electrical energy.
b. It converts electrical energy into mechanical energy.
c. It is very similar to a generator.
d. Coils of wires is one of its composition.
_____2. 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
_____3. Which statement is NOT TRUE about simple motors and generators?
a. Simple motors and generators can convert energy.
b. Simple motors and generators are examples of electromagnets
c. Moving electrons can move through simple motors and generators.
d. Simple motors and generators can directly convert chemical energy to
mechanical.
_____4. Which statement is NOT TRUE?
a. Generators can only be used in power plants.
b. The energy conversions in the motor are the reverse of those in the
generator.
c. Motors can be made to use electricity produced by batteries and solar cells
(photovoltaic cells).
d. Motors can be made to use the electricity produced by an electric utility’s
power plants and distributed by its transmission lines.
_____5. Which group of materials is most essential in building a complete electric motor?
a. Paper clips, washers, connecting wires
b. Base board, paper clips, washers, magnets, bulbs
c. Magnets, coil of wire, voltage source, connecting wires, paper clips

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 d. Magnets, coil of wire, bulbs, connecting wires, paper clips, washers
_____6. Which electrical appliance has an electric motor?
a. Printer
b. Television
c. Light bulbs
d. Induction cooker
_____7. Which of the statements is not true in building simple electric motors?
a. Both ends of the coil of wire should be stripped.
b. Circuit should be closed for the electric motor to spin.
c. Voltage source does not affect the actual spin of the coil.
d. Axial magnets can be an alternative for neodymium magnets.
_____8. Which energy source may not necessarily make use of generator in converting
energy to electricity?
a. Fossil Fuel
b. Geo thermal
c. Hydro electric
d. Solar/ Photovoltaic cells

_____9. Which is the correct order of building a simple electric motor?

I. Gather necessary materials

a. I, II, III, IV
II. Mount materials
b. I, III, II, IV.
III. Ensure the materials are functional and not damaged
c. IV, III, II, I IV. Close the circuit and give the coil of wire a gentle spin.
d. III, II, I, IV
_____10. Which part of the electromagnetic wave spectrum allows electric motors and
generators to operate?
a. Microwave spectrum
b. Radio wave spectrum
c. Visible Light spectrum
d. Both electric field and magnetic field

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 Additional Activity Score:
______
10
Activity 6: Trace E.
Trace the energy conversion of a geothermal power plant and a
hydro-electric power plant from energy input/source to energy output. You may refer to
10
the diagram in activity 2 or do an additional research online to accomplish this task. (5
points each)

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 15
Activity 3
Activity1
1. Electric drill ,
1. Coil and magnetic
2. Computer disk drive wire
PRE- ASSESSMENT AND 3. Fan 2. Washers/paper
POST-ASESSMENT 4. Mixer clip
5. Clothes washer/dryer
6. Sewing Machine 3. Magnets
7. Hair dryer/blower 4. Connecting wires
1. A 8. Garbage disposal in sink 5. Battery/electricity
9. Food blender/coffee
2. A grinder source
10. Vacuum cleaner
3. D Activity 4
4. A  for 1-10 the Useful
Energy output is 1-2. Electric motor
5. C Mechanical energy and generator
6. A 3. electricity
Activity 2 4. electrical
7. C
5. mechanical
8. D
1. Electrical
6.generator
2. Mechanical
9. B 7. electrical energy
3. Mechanical
8. generator
10. D 4. Electrical
5. Electric motor
6. generator
Answer Key -Gr10Q2W7 Science
 References
Deped. (2010). Learning Module in Science 10. Deped.
Deped.gov.ph. (2020). Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2020/06/DO_s2020_012.pdf

khanacademy.org. (2020, August 31). Retrieved from khanacademy.org:

https://www.khanacademy.org/science/high-school-physics/dc-
circuits/x2a2d643227022488:explore-electric-motors/v/build-your-own-motor

Point, U. o.-S. (2020, August 31). uwsp.edu. Retrieved from Wisconsin K-12 Energy Education Program
(KEEP) - Wisconsin Center for Environmental Education - University of Wisconsin-Stevens Poin:
https://www.uwsp.edu/cnr-ap/KEEP/Documents/Activities/Electric_Motors_Generators.pdf

Development Team Mi Ultimo Adios

Writer: Ruby Michelle N. Buot Adiós, Patria adorada, región del sol querida,
Perla del mar de oriente, nuestro perdido Edén!
A darte voy alegre la triste mustia vida,
Editors: Margie Lou C. Jacob Y fuera más brillante, más fresca, más florida,
También por ti la diera, la diera por tu bien.
Deja que el sol, ardiendo, las lluvias evapore
Y al cielo tornen puras, con mi clamor en pos;
Deja que un ser amigo mi fin temprano llore
Y en las serenas tardes cuando por mí alguien ore,
¡Ora también, oh Patria, por mi descanso a Dios!

Laarni A. Adonis Ora por todos cuantos murieron sin ventura,

Kathleen Joy B. Padilla En campos de batalla, luchando con delirio,
Otros te dan sus vidas sin dudas, sin pesar;
Por cuantos padecieron tormentos sin igual,
Por nuestras pobres madres que gimen su amargura;
Joly C. Baradero El sitio nada importa, ciprés, laurel o lirio, Por huérfanos y viudas, por presos en tortura
Cadalso o campo abierto, combate o cruel martirio, Y ora por ti que veas tu redención final.
Lo mismo es si lo piden la patria y el hogar.
Reviewer: Sandy R. Albarico Y cuando en noche oscura se envuelva el cementerio
Illustrator: Yo muero cuando veo que el cielo se colora
Y al fin anuncia el día tras lóbrego capuz;
Y solos sólo muertos queden velando allí,
No turbes su reposo, no turbes el misterio,
Layout Artist: si grana necesitas para teñir tu aurora, Tal vez accordes oigas de cítara o salterio,
Vierte la sangre mía, derrámala en buen hora
Management Team: Y dórela un reflejo de su naciente luz.
Soy yo, querida Patria, yo que te canto a ti.

Majarani M. Jacinto, CESO VI Y cuando ya mi tumba de todos olvidada

Mis sueños cuando apenas muchacho adolescente,
SDS-ZDS Mis sueños cuando joven ya lleno de vigor,
No tenga cruz ni piedra que marquen su lugar,
Deja que la are el hombre, la esparza con la azada,
Fueron el verte un día, joya del mar de oriente, Y mis cenizas, antes que vuelvan a la nada,
Secos los negros ojos, alta la tersa frente,
Visminda Q. Valde, Ed.D Sin ceño, sin arrugas, sin manchas de rubor
El polvo de tu alfombra que vayan a formar.

ASDS Ensueño de mi vida, mi ardiente vivo anhelo,

¡Salud te grita el alma que pronto va a partir!
Raymond M. Salvador, Ed.D ¡Salud! Ah, que es hermoso caer por darte vuelo,
Morir por darte vida, morir bajo tu cielo,
ASDS Y en tu encantada tierra la eternidad dormir.
Si sobre mi sepulcro vieres brotar un día
Juliet A. Magallanes, Ed.D Entre la espesa yerba sencilla, humilde flor,
CID Chief Acércala a tus labios y besa al alma mía,
Y sienta yo en mi frente bajo la tumba fría,
De tu ternura el soplo, de tu hálito el calor.
Entonces nada importa me pongas en olvido.
Tu atmósfera, tu espacio, tus valles cruzaré.
Vibrante y limpia nota seré para tu oído,
Aroma, luz, colores, rumor, canto, gemido,
Constante repitiendo la esencia de mi fe.
Mi patria idolatrada, dolor de mis dolores,
Querida Filipinas, oye el postrer adiós.
Ahí te dejo todo, mis padres, mis amores.
Voy donde no hay esclavos, verdugos ni opresores,
Donde la fe no mata, donde el que reina es Dios.

Florencio R. Caballero, DTE Deja a la luna verme con luz tranquila y suave,
EPS-LRMDS Deja que el alba envíe su resplandor fugaz,
Deja gemir al viento con su murmullo grave,
Y si desciende y posa sobre mi cruz un ave,
Sandy R. Albarico Deja que el ave entone su cántico de paz.
Adiós, padres y hermanos, trozos del alma mía,
Amigos de la infancia en el perdido hogar,
Dar gracias que descanso del fatigoso día;
Adiós, dulce extranjera, mi amiga, mi alegría,
Adiós, queridos seres, morir es descansar.

EPS-Science Dr. Jose Rizal

Dr. Jose Rizal

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