Electricity & Magnetism Concepts

ELECTRICITY & MAGNETISM
DURATION : 2 SESSIONS
DATE : NOVEMBER 11 – 12
I. INSTRUCTIONAL OBJECTIVES
A. Relate the origin of charges on the basis of the structure of atom
B. Differentiate conservation from quantization of charges
C. Apply conduction and induction as means of electrification
II. LEARNING TASKS

A. Topic : The Origin of Electricity
Early Theories on Charges
Quantization of Charges
Conservation of Electric Charge
Conductors and Insulators
Process of Charging
B. Concept
1. Prior Knowledge
a. Electricity are the flowing charges on wires.
b. An atom is made up of positive charges surrounded by negative charges .
c. Any body can be charged.
2. New Knowledge
a. Elastic electricity is the charge at rest.
b. The number of protons and electrons are equal in an atom.
c. A body becomes charged either by gaining or losing electrons.
C. References
Physics by Navaza
Basics of Physics by Ferrer
D. Materials
plastic comb, silk cloth, balloons, samples of insulators and conductors
E. Skills
relating, differentiating and applying
F. Values
creativity and safety
III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
Demonstrate and ask the students to give an explanation of each of the
following:
1. hair strands standing after vigorous combing
2. a plastic comb attracting bits of paper
3. a balloon rubbed several times with the hair sticks to the wall momentarily
C. Interaction
1. Discuss the origin of electricity.
2. Give a brief recall on the structure of an atom.
3. Explain the conservation and the quantization of charges.
4. Differentiate conductor, insulator and semi-conductor from one another.
5. Have the students perform Activity 32 Give and Take.
6. Explain how a body maybe charged by conduction and induction.
D. Integration
1. Generalization
How is a natural body been charged?
What is the modern theory of charges?
2. Application
Identify current application of electrostatics.
3. Valuing
What should you do during a thunder storm?
4.Evaluation
a. Recitation
Answer Test Yourself A, numbers 1 – 12.
b. Seatwork
Solve Practice Exercise 12.1 and 12.2.
c. Laboratory Performance
d. Quiz
IV. ASSIGNMENT
What are some safety features in designs of buildings, electronic equipment and
appliances.
A. State and apply Coulomb’s Law in solving numerical problems
B. Compare and contrast electric force from gravitational force
C. Solve problems using Coulomb’s Law
II. LEARNING TASKS

A. Topic : Coulomb’s Law
B. Concept
1. Prior Knowledge
a. Like charges repel, unlike charges attract.
b. The electric force and the gravitational force are forces in nature.
2. New Knowledge
a. The force vary inversely as the square of the distance between the charges or
masses.
b. The gravitational force is much weaker than the gravitatonal force.
C. References
Physics by Navaza
D. Materials
box, rubber balls
E. Skills
defining, naming, drawing, observng, infering and problem solving
F. Values
resourcefulness, moral and social obligation

1. Prayer
B. Introduction
Ask two students ( one female and one male) to act as point charges. Let the
female represent the positive point charge and the male as the negative point charge.
Relate this to Coulomb’s Law and Newton’s Law.
Ask the first male student to move closer to the female student. Ask them what
happened to the force of attraction between the two.
C. Interaction
1. State the basic law on electrostatics.
2. State and explain Coulomb’s Law on Electrostatics.
3. Compare and contrast gravitational force and electric force.
4. Use examples of attractions..
5. Ask the class to solve Practice Exercise 12.3 – 12.5.
D. Integration
1. Generalization
How do we relate Coulomb’s Law with Newton’s Law of Universal Gravitation?
2. Application
Share own opinions on the saying “opposites attract”.
3. Valuing
How do we live with the community
4.Evaluation
a. Seatwork
Solve Practice Exercise 12.5 – 12.9.
b. Recitation
Answer Test Yourself A, 6, 7 and 13.
IV. ASSIGNMENT
Answer in your notebook Practice Exercise B, 1 – 6.
A. Define electric field, static potential, potential difference and capacitance.
B. Mark electric fields using lines of force.
C. Calculate capacitance of parallel static capacitor and equivalent capacitance of
combinations of capacitors.
II. LEARNING TASKS

A. Topic : Electric Field
Electric Potential
B. Concept
1. Prior Knowledge
a. Any charge particle placed in an electric field experience electric force.
b. Electric potential has the unit of volts.
2. New Knowledge
a. The direction of negatve charged body is opposite the direction of the field.
b. Electric potential is found by the formula: v = W / qo.
C. References
Physics by Navaza
D. Materials
samples of different lines of forces, board and chalk
E. Skills
defining, asking, drawingand solving problems
F. Values
cooperation and participation

1. Prayer
B. Introduction
Make a review of the attraction between charged bodies. Let the students
demonstrate how it was done..
C. Interaction
1. Define and discuss electric field.
3. Discuss lines of forces making up an electric field.
4. Define and discuss electric potential.
D. Integration
1. Generalization
How is potential difference obtained?
2. Application
How is potential difference observed in space and life science?
3. Valuing
What must we remember in dealing with others?
4.Evaluation
Solve Practice Exercise 12.11 = 12.12.
IV. ASSIGNMENT
Read and study “Capacitors” on pages 270 – 273.
DATE : NOVEMBER 20 - 21
A. Define capacitor and capacitance
B. Calculate the capacitance of a parallel plate capacitor
C. Calculate equivalent capacitance of .combination of capacitors
II. LEARNING TASKS

A. Topic : Capacitors
B. Concept
1. Prior Knowledge
a. Capacitors are used in computer multimedia, televisions and radio circuits..
b. Capacitance is the ability of capacitors to store charges.
c. Capacitors maybe connected in series and parallel.
2. New Knowledge
a. A capacitor is a device for storing charges.
b. The capacitance is the ratio of the amount of charge to the potential
difference.
C. References
Physics by Navaza
D. Materials
calculator, pen, paper, board and chalk
E. Skills
defining, calculating and solving
F. Values
patience and accuracy

1. Prayer
B. Introduction
Make the students recall the rules on numbers and their reciprocals.
C. Interaction
1. Define and discuss capacitance..
2. Enumerate the factors affecting the capacitance of a parallel plate capacitor,.
3. Make use of analogy to explain how each factor affects the capacitance.
4. Ask the class to solve Practice Exercise 12.13.
5. Give the rules on capacitance in series and in parallel.
D. Integration
1. Generalization
How is we describe the capacitance on parallel plates.
2. Application
Ask the class to to solve Practice Exercise 12.14.
3. Valuing
In dealing with numbers, how do we able to finish the task.
4.Evaluation
Solve Test Yourself B, 5 – 7 on page 278.
IV. ASSIGNMENT
Prepare for a Chapter Test.
DATE : DECEMBER 05 & 08 - 09
A. State the law of magnetic poles an determine the force of attraction / repulsion
between magnetic poles
B. Explain the theories behind magnetism
C. Describe magnetic field
D. Distinguish between magnetic flux and magnetic field intensity
E. Explain different types of magnetism and why some materials can be magnetized
and some can not
F. Use the right hand rule to determine the direction of the magnetic field produced by
electric current on a straight wire, coil or solenoid
G. Observing some important properties of magnets and lines of force
H. Mapping the field of force around magnets
II. LEARNING TASKS

A. Topic
Chapter 14 – Electromagnetism
Magnetism
Law of Magnetism
Magnetic Field
The Magnetic Effect of Current
B. Concept
1. Prior Knowledge
a. Magnetism is considered the first cousin of electricity for they are very
much related.
b. Like poles repel; unlike poles attract.
c. Magnetic field surrounds a magnet.
2. New Knowledge
a. Electromagnetism is the branch of physics that deals with the
relationship between electricity and magnetism.
b. The law of magnetic poles states that like poles repel and the unlike
poles attract.
c. Magnetic field is a region of space where a magnet is capable of
exerting a force on a magnetic material.
C. References
1. Physics : Navasa & Valdes, pp. 270 – 274
2. The Basics of Physics, pp. 310 – 314
D. Materials
magnets of different shapes
iron fillings
card board
piece of stick
string
sewing needle
E. Skills
stating
explaining
describing
distinguishing
using the right hand rule
observing
mapping
F. Values
care of one’s health
open mindedness to accept new ideas

1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Class Demonstration:
A simple magnet will be shown in the class. The students will be asked
to identify the origin of the word magnetism. Also, samples of the objects
that use magnets will be shown like magnetic bracelet, magnetic memo
holder, credit card, etc. Can you give examples of appliances which use
magnet?
2. ARG
C. Interaction
1. Socratic Paideia
a. What is meant by the word “magnetism”?
b. What are the theories behind magnetism?
c. What are the different types of magnetism?
d. What is meant by geomagnetism?
e. Describe magnetic field and lines of force.
f. Discuss magnetic flux and magnetic field in terms of flux.
g. Discuss the magnetic effect of a current.
h. Determine the direction of the magnetic field produced by electric current
on a straight wire, coil, or solenoid using the right hand rule.
i. Demonstrate the right hand rule.
2. Experimentation
a. Laboratory Activity 39
b. Laboratory Activity 40
2. Accomplishing ARG
D. Integration
1. Generalization
How does the right hand rule help a student like you in determining the
direction of magnetic field produced by electric current? What are the
other information that can be drawn from this rule?
2. Application
Have a research about MRI machine; its safety precautions, limitations,
comparison with other imaging modalities.
3. Valuing
If you are given a chance to become an inventor of a very useful
machine which will require you to use magnets, how is safety
consideration will be given emphasis on your machine?
4. Evaluation
Solving Practice Exercise 14.1
More problem solving exercises
Report Sheets numbers 39 and 40
IV. ASSIGNMENT
A. What is an electromagnet?
B. How did an electromagnet been produced? Who was the inventor?
C. Discuss the second right hand rule. What is its importance?
D. What is meant by electromagnetic induction?
E. Research on the following:
1. A credit card contains the owner’s name, number, and card’s expiration date.
Swiping the card reveals this information. How?
2. Is it possible for a stove to cook food without the stove getting hot? If yes,
how? If no, why not?
DATE : DECEMBER 10 - 12
A. Define electromagnetism
B. Identify the origin of electromagnetism
C. Explain electromagnetic induction and its application
D. Solve for the induced emf using Faraday’s law and Lenz law
II. LEARNING TASKS

A. Topic
The Electromagnet
Magnetic Force on A Current – Carrying Wire and on A Moving Charge
Electromagnetic Induction
B. Concept
1. Prior Knowledge
a. Electromagnet is a magnet whose magnetic field is produced by
electric current passing through coils of wire wrapped around a core.
b. A current – carrying wire exerts a force on a magnet like a compass.
c. Electromagnetic induction is a process by which a changing magnetic
flux produces electricity.
d. There are two laws describing electromagnetic induction.
2. New Knowledge
a. The strength of an electromagnet depends on the number of turns and
current.
b. The second right hand rule is used to determine the direction of the
magnetic force on a moving charge or current – carrying conductor.
c. In electromagnetic induction, the current and the emf produced are

called induced current and induced emf, respectively.
d. Faraday’s law states that whenever there is a change in the magnetic
flux in a circuit, an induced emf is produced. However, Lenz’s law
states that the induced current flows in a direction so as to
oppose the change causing it.
C. References
2. The Basics of Physics, p. 315
D. Materials
pictures of the motion of a magnet toward or away from the coil produces current
pictures of the motion of a conductor in a magnetic field produces current
E. Skills
defining
identifying
explaining
solving problems
F. Values
appreciation of the benefits of electromagnetism
open mindedness to accept new ideas

1. Prayer
B. Introduction
1. Group Reporting:
One of the member of the group will report on the result of their research
about:
1. A credit card contains the owner’s name, number, and card’s
expiration date. Swiping the card reveals this information.
How?
2. Is it possible for a stove to cook food without the stove getting hot? If
yes, how? If no, why not?
2. ARG
C. Interaction
1. Socratic Paideia
a. What is meant by the word “electromagnetism”?
b. Discuss the origin of electromagnetism.
c. How does electromagnetism induction produced?
d. What are the laws governing this induction?
D. Integration
1. Generalization
Why do you think that the discovery of electromagnetism in the world of
technology important?
2. Application
Give some applications of electromagnetic induction. The one reported
in the introduction will be given an emphasis.
3. Valuing
Modern electromagnetic gadgets and appliances have changed man’s
lifestyle. How can you still preserve the culture as a Filipino Christian?
4. Evaluation
Quiz
IV. ASSIGNMENT
A. Explain induced emf in a moving conductor.
B. What is magnetic flux?
C. What constitutes a change in magnetic flux?
D. Study Sample Problems 14.3 and 14.4.
DATE : DECEMBER 15 - 16
A. Define the general definition of magnetic flux
B. Identify what constitutes a change in magnetic flux
C. Explain induced emf in a moving conductor
D. Solve problems involving magnetic flux and induced emf in a moving conductor
II. LEARNING TASKS

A. Topic
General Definition of Magnetic Flux
Induced EMF in a Moving Conductor
B. Concept
1. Prior Knowledge
a. Magnetic flux is the number of lines of force.
b. When a conducting wire is moved through a magnetic field, current
and, hence, emf are induced in the wire.
2. New Knowledge
a. Magnetic flux is defined as the product of the area of the surface
swept out by the moving conductor and component of the magnetic
field that is perpendicular to this area.
b. The flux depends on the magnetic field, area, and the angle.
c. The emf generated when a wire of length L is moved with a velocity v
that is perpendicular to magnetic field B is called motional emf.
C. References
D. Materials
visual aid
illustration of generator rule for determining direction of induced current
E. Skills
defining
identifying
explaining
solving problems
F. Values
patience in solving problems
appreciation of the benefits of electromagnetism

1. Prayer
B. Introduction
1. Analysis
a. Each student will illustrate figure 14.28.
b. After illustrating, one or two from the class will explain the meaning of
the direction of where do the thumb, forefinger and middle finger are
pointing out.
c. Then, each students is expected to know this illustration by heart; that
is, this illustration gives the generator rule for determining direction of the
induced current.
2. ARG
C. Interaction
1. Socratic Paideia
a. What is magnetic flux?
b. What constitutes a change in magnetic flux?
c. How do the magnetic field, area and angle affect the change in flux?
d. Where does the negative sign in motional emf can be accounted to?
D. Integration
1. Generalization
State and explain the importance of Faraday’s law and Lenz’s law in this
particular topic.
2. Application
In solving for the flux, only the component of the magnetic field parallel to
the normal to the surface must be considered? Why?
3. Valuing
How can you show appreciation to the physics of electromagnetism
using our fingers as a tool in determining the direction of the induced
current?
4. Evaluation
Solving Practice Exercises 14.3 – 14.4
IV. ASSIGNMENT
A. Have a drawing of an AC and DC generators. Give the functions of each part.
B. What is a motor? a transformer?
C. Give the importance of a motor and a transformer in the field of electricity.
D. Study Sample Problem 14.5.
DATE : JANUARY 05 – 08
A. Distinguish a motor from a generator
B. Discuss how a generator and a motor work
C. Distinguish an AC generator from a DC generator
D. Explain the principle and uses of a transformer
II. LEARNING TASKS

A. Topic
The Simple AC Generator
DC Generator
Motor
Transformer
B. Concept
1. Prior Knowledge
a. A generator converts mechanical energy to electrical energy.
b. A motor converts electrical energy to mechanical energy.
c. Transformers play a major role in power transmission.
2. New Knowledge
a. In its simplest form, a generator is a coil of N loops rotating in a
magnetic field.
b. An AC generator consists of an armature, two slip rings, and
electromagnet and two brushes, while the DC generator replaces the
two slip rings by a commutator.
c. A transformer is a device used to raise or lower the voltage of an AC
source. It consists of two independent coils called primary and
secondary wound upon an iron core. It can be a step up or step down,
depending upon on the number of turns in the primary and in the
secondary.
C. References
D. Materials
visual aid
picture of a motor, AC and DC generators and transformer
E. Skills
distinguishing
discussing
explaining
solving problems
F. Values
patience in solving problems
appreciation of the benefits of electromagnetism particularly to its applications

1. Prayer
B. Introduction
1. Role Playing
a. Four of the students will act as a mechanical and electrical engineers.
b. They will explain to the customers (the rest of the class) their
products: a generator, a motor and a transformer.
c. The rest of the class will ask questions related to their products so as
to understand really the application of those equipments in the field of
physics.
2. ARG
C. Interaction
1. Pair – Square Sharing
The students will be grouped of four members each. Each member will
be given a particular topic to discuss: an AC generator, A DC
generator, a motor and a transformer. Two pairs will discuss on their
assigned topic then they will exchange partners to know the other topic.
This will be done for one meeting.
D. Integration
1. Generalization
How does electromagnetism applied to a generator, a motor and a
transformer?
2. Application
Imagine that these technologies of a generator, a motor and a
transformer did not invent. What do you think will happen to our
society?
3. Valuing
Modern electromagnetic gadgets and appliances have changed man’s
lifestyle. How can you show positive response to this impact to our
lifestyle?
4. Evaluation
Quiz
IV. ASSIGNMENT
A. Make a research about waves.
B. Read in advance chapter 16.
C. Research on the impact of cellular phones in the society, particularly to the health
concerns of the users.

Electricity & Magnetism Concepts

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ELECTRICITY & MAGNETISM

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

c. In electromagnetic induction, the current and the emf produced are

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

II. LEARNING TASKS

III. LEARNING STRATEGIES

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