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Science
Quarter 2 – Module 6 of 6:
ELECTRICITY AND MAGNETISM
(Operation of Simple Electric Motors and G
Science 10
Self-Learning Module (SLM)
Quarter 2 – Module 6: Operation of Simple Electric Motors and Generators
First Edition, 2020

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Development Team of the

Module Writers: Kristine Joy D. Bunda
Editors: Randy E. Porras
Reviewers: Jennifer P. Cajandig
Illustrator: Kristine Joy D. Bunda

Layout Artist: Kristine Joy D. Bunda

Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Miguel P. Fillalan Jr., CESO VI - Schools Division
Superintendent Levi B. Butihen, - Assistant Schools Division
Superintendent Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS,
LRMS Peter Van C. Ang-ug –
REPS, ADM Arlene Rosa G.
Arquiza, CID Chief

Ma. Dianne Joy R. dela Fuente – OIC -

LRMS Jesus V. De Gracia - Division ADM
Coordinator Randy E. Porras, -EPS

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Office Address: Regional Center, Brgy. Carpenter Hill, City of

Telefax: Koronadal (083) 2288825/ (083) 2281893
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module, or
if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also
provided to the facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. Read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or
facilitator.

Thank you.
 What I Need to Know

Hello! How was your day going? Hope you are excited to learn something today!

This module was designed and written with you in mind. It is here to help you master
the Force, Motion and Energy, specifically the Electricity and Magnetism. The lessons
are arranged following the content standards of the Science 10 curriculum guide with
their corresponding learning competencies.

Most Essential Learning Competency

Explain the operation of a simple electric motor and generator

Lesson Objectives
After going through this module, you are expected to:

1. Differentiate simple motor and generator

2. Explain the operation of a simple electric motor and generator.
3. Create a simple electric motor using household materials

Before we start, kindly answer the 10-item test to check what you know about our lesson.

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 What I Know

Direction: Read each question carefully. Encircle the letter of the best answer.

1. What basic principle enables ALL electric motors to operate?

A. Iron is the only element that is magnetic.
B. Opposite electric charges attract and like charges repel.
C. A moving conductor within a magnetic field will experience an electromotive
force.
D. A current-carrying conductor placed within a magnetic field will experience
a magnetic force.
2. What transformation will 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 of the following transfer of electricity will be observed in a motor?
A. electrical to mechanical
B. physical to potential
C. mechanical to electrical
D. chemical to mechanical
4. How is transfer of electricity in a generator characterized?
A. Electrical to Mechanical
B. Physical to Potential
C. Chemical to Light
D. Mechanical to Electrical
5. Which of the following materials will facilitate you making an electric motor?
A. Battery, pencil and wire
B. Battery, nail and string
C. Wire, battery and iron ore (nail)
D. String, battery, rubber strip
6. In large generators in power plants, rotate inside a coil of wire to
produce an electric current.
A. Water
B. Wind
C. Magnets
D. Circuits
7. Which device uses mechanical energy to produce electrical energy?
A. Solar Cell
B. Generator
C. Magnet
D. Electric Motor
8. Which of the terms below turns the magnet inside a generator when mechanical
input is supplied?
A. Electromagnet
B. Solar panel
C. Turbine
D. Pinstock

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9. What energy do you put IN to a generator?
A. Mechanical
B. Thermal
C. Electrical
D. Potential
10. What type of energy comes OUT of a generator?
A. Mechanical
B. Thermal
C. Electrical
D. Potential
11. In a simple generator with a rotating coil, the function of sliprings and brushes is to:
A. ensure a constant torque on the coil.
B. provide the external magnetic field.
C. pass current from the external circuit into the coil.
D. pass induced current from coil to the external circuit.
12. What do we call a device that converts electricity into mechanical movement?
A. Electric Generator
B. Electric Coil
C. Electric Charge
D. Electric Motor

13.Which of the following is an example of generator?

A. Electric Fan
B. Electric Car
C. Hydro power Dam
D. All of the above
14. What term is used to describe how a magnetic field is created by the flow of electric
current?
A. Magnetic Force
B. Electrolysis
C. Electromagnetism
D. Hydro power Dam
15. You can find the direction of the magnetic field by using the rule.
A. High Five
B. Right Hand
C. Sleight of Hand
D. Upper Hand

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 Lesson
9 Operation of Simple
Electric Motors and

In this module you will be reacquainted with basic magnetism and its relationship
with electricity by exploring the operations of Electric Motors and Generators.

What’s In
Great job! You have successfully answered the questions above. In this part, let us
try to test what have you learned on the previous topic.

Activity 1. Magnetic or Non-Magnetic

Classify the given household objects whether or not they would be attracted to a
magnet.

Pencil Nail Broom Scissors

Keys Screw Nail Hammer
Paper Clips Toothbrush Wire

Magnetic Non-magnetic

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 What’s New

What is Magnetism?
Magnets exert either a force of repulsion or
attraction.
If a force of attraction only is possible between an
object and a magnet, then the object interacting
with
the magnet contains a ferromagnetic substance
and is considered naturally magnetic.
If a force of repulsion is also possible between
an object and a magnet, then the object
interacting
with the magnet may also be a permanent magnet
or a temporarily magnetized ferromagnetic material. Figure 1. Magnetism
Lifted from: https://adflipped.weebly.com

Let’s try this next activity.

Activity 2
Make a list of all the devices and appliances in your home that use electricity.
Device or Appliance that What the Electric Motor does?
uses Electricity
1 Example: Electric Fan Spins propeller to circulate air
2
3
4
5
6
7
8
9
10

What do they have in common?

A. Make a list of energy resources in the Philippines that an electric utility/company

might use to produce electricity.

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What do they have in common?

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 What is It

GUIDE CONCEPTS

A motor is generally defined as a device that converts other forms of energy into
mechanical energy and may range from lawn mowers and automobile engines to
rocket engines. Electric motors are a specific member of the motor family—they
convert electrical energy into mechanical energy, which usually appears as a
spinning or rotating motion. Electric motors are made in a wide range of sizes and
are used to run things ranging from toys 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
efficiency 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.

Like electric motors, generators come in many sizes, ranging from the
generator of bicycles used to light a small headlamp to the large generator 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. Nearly all power plants
produce electricity using generators. In turn, much of the electricity produced by
generators is used by electric motors. In effect, what the two lists describe are major
parts of today’s electrical system. Electric generators and motors—two simple,
versatile devices that are actually the mirror images of one another—make this
system possible.

Let us see if you have understood what you’ve read above. Try doing the
next activity (Activity 3).

What’s More
Great work! You can still recall your previous lessons. This time, you will be
exploring different activities for you to discover the operations of electric motor and
generator. Start working with Activity 3.

Activity 3. Making Your Own Electric Motor

Objectives:
• Build a simple electric motor.
• Explain the operation of a simple electric motor.

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Materials:
• 1 AA battery
• 3 Neodymium magnets or any magnets that can be found at home
• pliers or long nose
• AWG #14 – 18 solid and bare copper wire (~30 cm)
• science notebook and pen

SAFETY PRECAUTIONS:

WIRES CAN GET HOT WHEN CONNECTED TO THE BATTERY FOR A LONG
TIME. OPEN THE CIRCUIT ONCE YOU ARE DONE WITH YOUR OBSERVATIONS.

Procedure:
1. Assembly of the Electric Motor Model – Cut the length of copper wire into three
pieces. With the use of the pliers, shape the three wires into a spiral, square, heart
or any figure to your liking similar to what is shown in Figure 2.

Figure 2. A sample electric motor model using magnets

http://ideas-inspire.com/simple-electric-motor/

2. Make a sample pile of the three neodymium magnets, the battery and the shaped
copper wire. Make adjustments to the length and width of the shaped wire. See to it
that there is a bare connection between the wire ends and the neodymium magnet
and also between the pivot part (balancing point) of the wire and the positive
terminal of the battery. Scrape or sand off the material insulating the wire at these
indicated points. Disassemble the set up when making the needed shape
adjustments and sanding of the copper wire.

3. Testing of Model – Carefully pile with the three 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.
4. Observe and record what happens to the shaped wire. Warning! Disconnect the
DC motor model immediately after making observations.
5. If your DC motor does not work, stretch your tolerance, abilities, and knowledge.
Have fun making your motor model.

Guide Questions:
Q1. What happens to the shaped wire once positioned over the battery’s positive
terminal and with both wire ends curled loosely touching the magnets?

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9
Q2. What other observations have you made regarding your electric motor model?

Q3. What will happen if the number of magnets used in the model is reduced?
Increased?

Q4. Based on the activity, how will you explain the operation of a simple electric
motor?

Let’s have another Activity!

Activity 4

Objectives:
 Students will be able to compare and contrast Electric Motor and Generator
 Students will be able to explain the operations of Electric Motor and Generator

Materials:
 Pen
 Paper

Procedure:

Analyze the given picture of an electric motor

D E
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net?
 Figure 3. Electric Motor
Q1. What is an electromag Lifted from: https://en.wikipedia.org/wiki/Electric_motor

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Q2. What is the relationship between electromagnet and electric motor?

Q3. Label the parts of the electric motor

A-
B-
C-
D-
E- _
F-

Q4. How do electric motor works?

Q5. How do you make an electric motor more powerful?

Figure 4. Electric Motor

Lifted from: https://en.wikipedia.org/wiki/Electric_motor

Q6. Identify and describe the basic parts of the generator model shown in figure 5
below.

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 Figure 5. Generator Model

Q7. What type of energy is inputted to a generator? What type of energy is the
Output from an electric generator?

Q8. In what ways (if

any) is an electric motor different from an
electric generator? Consider their basic design and key components.

Figure 6. Wind Turbine

Lifted from:
Q9. Explain what generators do play in producing electricity? https://thumbs.dreamstime.com

Q10. Site at least one example of Electric Power Station in Mindanao. Explain how
they produce electricity.

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 What I Have Learned

Direction: Using a Venn diagram compare and contrast the operations of electric
motor and generator.

Electric Motor
Generator

What I Can Do

Create a version of “Electricity Serves Our Community” for your own home or school.
The diagram should include an energy source, a power plant, and a diagram of your
home or school containing selected items that use electric motors.

Figure 7. Electric Serves Community Poster

Lifted from: https://lh3.googleusercontent.com

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 Assessment
Alright! You are a step closer on finishing this module.

Answer the following questions. Write the letter of the correct answer in the answer
sheet.

1. What is the transfer of electricity in a generator?

A. Mechanical to Electrical
B. Physical to Potential
C. Electrical to Mechanical
D. Potential to Physical
2. Surrounding every magnet is a .
A. Magnetic Field
B. Electrical Current
C. Another Magnet
D. None of the Above
3. In large generators in power plants, rotates inside a coil of wire to
produce an electric current.
A. Wind
B. Magnet
C. Water
D. Circuit
4. What force does a magnetic field apply without actually touching the object?
How can a magnet move another object without touching it?
A. A Push or Pull
B. Friction
C. Gravity
D. Pressure
5. What energy do you put IN to a generator?
A. Mechanical
B. Thermal
C. Electrical
D. Potential
6. What type of energy comes OUT of a generator?
A. Mechanical
B. Thermal
C. Electrical
D. Potential
7. Electricity is the flow of
A. Protons
B. Electron
C. Neutrons
D. Protons and Neutrons
8. What is the transfer of electricity in a motor?
A. Chemical to Mechanical
B. Mechanical to Electrical
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 C. Electrical to Mechanical
D. Physical to Potential
9. Generators are devices that convert energy into energy.
A. Chemical; Mechanical
B. Electrical; Mechanical
C. Mechanical; Electrical
D. Potential; Kinetic
10. What basic principle enables ALL electric generators to operate?
A. Iron is the only element that is magnetic.
B. Opposite electric charges attract and like charges repel.
C. A closed-loop conductor within a changing magnetic field will have an
induced electromotive force.
D. A current-carrying conductor placed within a magnetic field will experience
a magnetic force.

11. A generator converts

A. electrical energy into mechanical energy.
B. mechanical energy into electrical energy.
C.mechanical energy into steam.
D.steam into mechanical energy.
12. Which of the following statements best describes how a generator induces a
current?
A.The magnetic field strength is varied.
B.A wire loop is moved in and out of the magnetic field.
C.The orientation of the loop is changed with respect to the magnetic field.
D.The rotation of the loop is reversed periodically.
13. What is the name of the device that changes a small ac applied emf to a larger
one or a large applied emf to a smaller one?
A.converter
B.transformer
C.inverter
D.Exchanger
14. The current that flows in an electric circuit carries .
A. Chemical Energy
B. Mechanical Energy
C. Thermal Energy
D. Electrical Energy
15.There is a repulsive force between two charged objects when
A. charges are of unlike sign.
B. they have the same number of protons.
C. charges are of like sign.
D. they have the same number of electrons.

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 Additional Activities

Directions: Using Across and Down Clues. Write the correct words in the number
grid below.

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Answer Key

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References:
Printed Material:

Acosta, H., Alvarez, L., Angeles, D., Arne, R., Carmona, M., Garcia, A., Gatpo, A.,
Macaida, J., Olarte, M., Rosales, M., Salazar, N. (2015). First Edition. Science 10
Learner’s Material. Department of Education. Republic of the Philippines

Acosta, H., Alvarez, L., Angeles, D., Arne, R., Carmona, M., Garcia, A., Gatpo, A.,
Macaida, J., Olarte, M., Rosales, M., Salazar, N. (2015). First Edition. Science 10
Teachers Guide (Unit1). Department of Education. Republic of the Philippines

Electronic Sources:

ENERGY, GENERATORS, AND MOTORS. Retrieved from:

https://www.ww2classroom.org/system/files/WWII18-
02_REAL_WORLD_SCIENCE_32_Energy-Generators-and-Motors.pdf

Motors and Generators. Retrieved from:

http://www.meprogram.com.au/wp-content/uploads/2018/04/KISS-Notes-
MOTORS-NA.pdf

Electromagnets and Electric Motors Intro Power point. Retrieved from:

https://www.teacherspayteachers.com/Product/Electromagnets-and-Electric-
Motors-Intro-PowerPoint-NGSS-MS-PS2-3-1761996

Electric Motors and Generators. (www.uwsp.edu) Retrieved from:

https://www.uwsp.edu/cnrap/KEEP/Documents/Activities/Electric_Motors_Gene
rators.pdf

Science 10 Learner’s Material pp.3, 6-13

Hobart M. King, Ph.D., RPG. Map of Plate Boundaries. Retrieved May 8, 2020 from:
https://geology.com/plate-tectonics.shtml

Poulsen, T., Yastrebov, Y. (2019). Ural Mountain. Retrieved May 2020 from:
https://www.britannica.com/place/Ural-Mountains

Barrow, M.(2013).The Mountain environment .Retrieved May 26, 2020 from:

http://www.primaryhomeworkhelp.co.uk/mountains.htm

Marston, R., Eardley, A. (2020). Rocky Mountains. Retrieved May 2020 from:
https://www.britannica.com/place/Rocky-Mountains

Zimmerman, K.A. (2013). Andes: World’s Longest Mountain Range. Retrieved May
2020 from: https://www.livescience.com/27897-andes-mountains.html

Aubrey Diem, Thomas M. Poulsen (2019).Alps. Retrieved May 2020 from: https:ww

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Figure 1. Earth’s Crust
Retrieved May 25, 2020 from: https://www.slideserve.com/havyn/tectonic-plates

Figure 3 : Map of the Philippines

Retrieved May 13,2020 from: https://www.drivingdirectionsandmaps.com/wp-
content/uploads/country-maps/rp-country-map.gif

Figure 5. Map of Mindanao

Retrieved May 1, 2020 from PHILVOLC

Figure 6. Map of Earthquake Distribution

Retrieved May 15, 2020 from: http //marc.fournier.free.free.fr

Figure 7. Map of Active Volcanoes

Retrieved May 15, 2020 from: https://pubs.usgs.gov/gip/volc/fig34.html

Figure 8. Map of Major Mountain Belts

Retrieved May 15, 2020 from: https://www.sciencedirect.com/topics/earth-
and-planetary-sciences/mountain-building

Figure 9. Mountain Ranges of the World

Retrieved May 15, 2020 from:
http://www.clipart.dk.co.uk/1068/az/earth/mountain_ranges

“Earthquakes and Volcanoes”: Retrieved May 12, 2020 from: https://www.clark-

shawnee.k12.oh.us/userfiles/36/Classes/1702/chap08.pdf?id=2780&fbclid=IwAR
2XIC4hPxff9qwG2Xhe3puhlnCwwIbvM89xCvXNF3yeA1ZRpyo40DDxfno

“Mountain Ranges”. Retrieved May 18,2020 from:

http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges

“Mountain Ranges” Retrieved May 25,2020 from: www.worldlandforms.com

“Mountain range facts for kids”. Retrieved May 26,2020 from:

https://kids.kiddle.co/Mountain_range#Major_ranges

“Himalayas Facts” Retrieved May 2020 from:

https://www.softschools.com/facts/geography/himalayas_facts/1707/

“Earthquakes, tsunamis, epicenter, magnitude and faults”.

Retrieved May 2020 from:
http://earthquake.usgs.gov//epicenter
http://oceanservice.noaa.gov>facts
http://www.livescience.com
http://www.sciencelearn.org.nz

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 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Competencies (MELC). This is a
supplementary material to be used by all learners of
SOCCSKSARGEN Region in all public schools beginning SY 2020-
2021. The process of LR development was observed in the
production of this module. This is Version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph