G10-Q2 Science

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SCIENCE LEARNING MATERIAL

FOR GRADE 10 SSC and REGULAR
(Second Quarter)
Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Telephone No: (045) 961-4261  (045) 961-2239
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SCIENCE DEPARTMENT
SCIENCE INSTRUCTIONAL PACKETS
(SECOND QUARTER)
GRADE 10 SCIENCE
TABLE OF CONTENTS
WEEK No. LESSON TITLE/TOPIC
Lesson 1 ELECTROMAGNETIC WAVES
1 (November 6 – 10, 2023)
PRACTICAL APPLICATIONS AND EFFECTS OF

Lesson 2 ELECTROMAGNETIC WAVES
2
(November 13 – 17, 2023)
IMAGE FORMED BY MIRRORS

3-4 Lesson 3-4 (November 20 – 24, November 28 – 30, December 01)
IMAGES FORMED BY LENSES

5-6 Lesson 5 (December 4 – 7, December 12 – 14)
MOTORS, GENERATORS AND TRANSFORMERS

Lesson 6 (January 3 – 5, January 8 – 12, 15 – 16)
7-9
Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Telephone No: (045) 961-4261  (045) 961-2239
GRADE 10 SCIENCE
SECOND QUARTER - WEEK 1

I. OBJECTIVE(S)
A. Content Standard:
The learners demonstrate understanding of the different regions of the electromagnetic
spectrum.
B. Learning Competency:
Compare the relative wavelengths of different forms of the electromagnetic
spectrum.
II. CONTENT: ELECTROMAGNETIC WAVES
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: 147-163
2. Learner’s Material pages: 121-130
3. Teacher’s Manual pages:
4. Textbook pages:
B. Other Learning Resources:
IV. PROCEDURE
LESSON 1:Electromagnetic Waves
Week 1 Day 1
ELICIT
A. Reviewing previous lesson or presenting the new lesson
Last quarter, you were introduced to various processes that constantly shape the earth. You
learned that different tectonic activities are driven by mechanism deeply rooted within the earth
hence, creating geologic features and events. This time, before we proceed with the first topic for
second quarter, let us recall what you remembered previously.
Do activity 1.1 entitled, “DO YOU REMEMBER ME?”
Procedure: Using the table below, write a short description of the terms/concepts from quarter one
(1).
PRE-ACTIVITY 1.1: DO YOU REMEMBER ME?
(Write your answer on a pad paper)
Quarter 1 Terms/ Short description of the terms and concepts
Concepts
Subduction
Convection Currents
Continental Drift Theory
Plate Tectonics
ENGAGE
B. Establishing the purpose for the lesson.
In our daily lives, we constantly expose ourselves with electromagnetic radiation.

When we go out for a walk, use our gadgets like cellphones and computers or simply, turning
the lights on. Truly, radiation is everywhere that is the reason why we have to give this
concept such importance. Specially because it tends to pose both benefits and detriments to
the environment in general and humans in particular.
Second Quarter: Force, Motion and, Energy Page 1 of 67
Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
GRADE 10 SCIENCE
C. Presenting examples/instances of the new lesson.
Do activity 1.2 entitled, “RADIATION EVERYWHERE!”

Procedure: Using the following pictures, explain how radiation is involved in each. Use the
example below as your reference.
PRE-ACTIVITY 1.2: RADIATION EVERYWHERE!

Pictures/Illustration
that show radiation
Electro-
magnetic
waves are
Short explanation on
used as a
how these pictures are
means to
involved with EM
communica
radiation
te using
our
cellphone
Guide Questions:
1. Are electromagnetic waves (radiation) important? Explain your answer.

2. How does electromagnetic radiation cause harm?
3. Aside from those given above, can you give other activities where
electromagnetic radiation is involved?
Week 1 Day 2
EXPLORE
D. Discussing new concepts and practicing new skills #1
Do activity 1.3 entitled, “ELECTROMAGNETIC WAVE”
Procedure: Read the definitions of the different properties of an EM wave and use these to
label the illustration below.
ACTIVITY 1.3: ELECTROMAGNETIC WAVE

Properties of
Electromagnetic Definition
Waves
refers to the number of oscillations or wave per unit time;
Frequency
measured in hertz (Hz) or 1 cycle/second
Crest is the highest point or peak of the wave.
Trough is the deepest/lowest point of a wave.
is the time between oscillations in a wave; measured in
Period
seconds(s)
is the distance between two consecutive peaks or troughs
Wavelength (pronounced as trofs) in a wave; measured in meters(m).
is the maximum distance from rest/equilibrium

Amplitude
position to crest or trough.
GRADE 10 SCIENCE
Illustration of an Electromagnetic wave
Guide Questions:
1. By reading the definitions above, what do you think is the term used to describe the
broken lines at the center of the figure?
2. What two properties were not shown in the figure above?
NOTE: Speed (speed of light) is another property of EM wave. It will be discussed in

the EXPLAIN part of this lesson.
Do activity 4 entitled, “FREQUENCY VS. PERIOD!”

Procedure: Read the notes below:
ACTIVITY 1.4: FREQUENCY VS. PERIOD!
It is sometimes easy to confuse period with the frequency of a wave because these
concepts are very related but at the same time, are two distinct terms. In order for us to
understand the difference between these, let us perform a simple experiment. And afterwards,
questions will be answered.
NOTE: Read the definitions of PERIOD and FREQUENCY in the first part of the
lesson before performing the experiment.
In your house, stand next to one of the switches for light. Turn on and off the switch of
the light for five (5) times with one (1) second interval.
Guide Questions:
1. How much time is there between each flash of light?

2. So, can we say that the time between each flash of light is the period?
3. How many flash/es is/are there in one (1) second?
4. Can we say that the frequency of flash is one flash for every one second?
The unit for frequency is hertz or one (1) cycle per second, therefore, our frequency is 1
Hz, mathematically expressed as follows; Frequency,
f = 1flash = 1Hz
1sec
This time, turn on and off the switch of the light for five (5) times with two (2) seconds
interval.
5. What is the period of each of the flash this time?

6. What is the frequency of flash this time? Is it one flash for every two seconds?
7. Can you determine the final frequency by referring on the mathematic expression above?
GRADE 10 SCIENCE
Week 1 Day 3
EXPLAIN
E. Developing mastery
Let’s Study This! Properties of Electromagnetic Waves
From; https://flexbooks.ck12.org/
Speed of Electromagnetic Waves
All electromagnetic waves travel at the same speed through empty space. That speed, called the
speed of light, is about 300 million meters per second (3.0 x 108 m/s). To be more specific, some
reference use the unrounded value which is 2.99 x 10 8 m/s. Nothing else in the universe is known to
travel this fast. The sun is about 150 million kilometers (93 million miles) from Earth, but it takes
electromagnetic radiation only 8 minutes to reach Earth from the sun. If you could move that fast, you
would be able to travel around Earth 7.5 times in just 1 second!
Wavelength and Frequency of Electromagnetic Waves
Although all electromagnetic waves travel at the same speed across space, they may differ in their
wavelengths, frequencies, and energy levels.
 Wavelength is the distance between corresponding points of adjacent waves (see the Figure
below). Wavelengths of electromagnetic waves range from longer than a soccer field to shorter
than the diameter of an atom.
 Wave frequency is the number of waves that pass a fixed point in a given amount of time.
Frequencies of electromagnetic waves range from thousands of waves per second to trillions of
waves per second.
 The energy of electromagnetic waves depends on their frequency. Low-frequency waves have
little energy and are normally harmless. High-frequency waves have a lot of energy and are
potentially very harmful.
Speed, Wavelength, and Frequency
The speed of a wave is a product of its wavelength and frequency. Because all electromagnetic
waves travel at the same speed through space, a wave with a shorter wavelength must have a higher
frequency, and vice versa. This relationship is represented by the equation:
Speed = Wavelength × Frequency
On the other hand, the highest surface part of a wave is called the crest, and the lowest part is the
trough. The vertical distance between the crest and the trough is the amplitude of the wave.
ELABORATE
F. Finding practical applications of concepts and skills in daily living
As you have learned previously, radiation in the form of electromagnetic waves is present
everywhere, because of this reason, much importance should be attributed to
GRADE 10 SCIENCE
it. Common sources of EM waves are as follows, sun and other heavenly bodies, lights,
gadgets and other advanced form of communication and broadcast technology. Although
much has been attained through radiation, it still has posed many disadvantages. In your own
knowledge, what are these disadvantages? What can you do in order to lessen your exposure
to these EM waves?
G. Making generalizations and abstractions about the lesson
After learning the properties of EM waves, let us summarize the lesson as follows;
 All electromagnetic waves travel across space at the speed of light, which is about 300
million meters per second (3.0 x 108 m/s).
 Electromagnetic waves vary in wavelength and frequency. Longer wavelength

electromagnetic waves have lower frequencies, and shorter wavelength waves have
higher frequencies. Higher frequency waves have more energy.
 The speed of a wave is a product of its wavelength and frequency. Because the speed of
electromagnetic waves through space is constant, the wavelength or frequency of an
electromagnetic wave can be calculated if the other value is known.
EVALUATE
H. Evaluating learning
QUIZ No. 1: All about thEM
Answer the following questions:
1. What is the speed of light across space?
2. Draw the parts of an EM wave
3. How is the energy of an electromagnetic wave related to its frequency?
4. How is frequency and period be different?
EXTEND
I. Additional activities for application or remediation
POST-ACTIVITY 1.5: “HOW FREQUENT IS FREQUENCY?”
Answer the questions below:
1. Which of the two waves above has greater frequency? Explain your answer.
2. Which has longer wavelength?
3. Which carries greater energy? Explain your answer.
4. Which do you think is harmful between the two? Explain your answer.
5. Determine the relationship of wavelength and frequency to the level of energy that each EM
wave carries.
GRADE 10 SCIENCE
Week 1 Day 4
INTRODUCTION TO ELECTROMAGNETIC SPECTRUM

ELICIT
In the previous lesson, you learned that electromagnetic waves tend to have various properties. And
each of these properties make a particular EM wave display certain characteristics. Before we proceed
with today’s lesson, let us review the concepts you have learned.
Do pre-activity 2.1 entitled, “WHO AM I??”
Procedure: Answer the riddles below.
PRE-ACTIVITY 2.1: WHO AM I??
Answer to the Riddle Riddles on Electromagnetic Waves

Crest to crest, trough to trough. I am the distance between
bottoms and tops. Who am I?
I am not period but related to time. If about to be defined, it
is the number of waves per unit time. Who am I?
I am the highest, not the lowest. I am always at the peak so to
speak. Who am I?
I am the maximum distance from rest and moving up and
down is what I always do the best. Who am I?
ENGAGE
As previously discussed, electromagnetic radiation has many uses but at the same time, it also
possesses threats to the environment. This electromagnetic radiation can be divided into individual
parts or regions, each having specific characteristics. Have you seen a rainbow? Putting all these
regions together creates, what we call the electromagnetic spectrum, similar on how the colors of the
rainbow are arranged. This lesson will enlighten you on how each EM wave is placed within the
electromagnetic spectrum.

Do pre-activity 2 entitled, “FIX THAT RADIATION!”
Procedure: Using the information below, determine the correct type of electromagnetic wave by
fixing the jumbled words.
PRE-ACTIVITY 2.2: FIX THAT RADIATION!
Mixed-up/Jumbled
Information about the mixed-up words Your Answer
words
Images show the parts of your body in different
y – Xar
shades of black and white.
raltuviotel Can make you tanned or can cause sunburn.
These are used in standard broadcast
adior vewa television and shortwave navigation
They can cause water and fat molecules to
moricvewa
vibrate so they are used for cooking
is defined as the wavelengths that
blesivin litgh
are visible to most human eyes.
This can destroy living cells, produce gene
ammag yar
mutations, and cause cancer
can be used to study human and animal
derarfni
body heat patterns.
GRADE 10 SCIENCE
EXPLORE
Do activity 2.3 entitled, “ELECTROMAGNETIC SPECTRUM”
Procedure: Read the notes below and assign one (1) EM wave in each region of the
Electromagnetic Spectrum.
ACTIVITY 2.3: ELECTROMAGNETIC SPECTRUM
Things to remember before performing the activity; the energy of a wave is partly dependent on
wavelength and frequency. The longer the wavelength, the lesser energy a wave carries.
Consequently, the shorter the wavelength, the greater energy a certain wave has. On the other hand,
greater frequency indicates high levels of energy and fewer frequency means lower energy levels.
The EM waves below are arranged in decreasing energy levels:
Gamma X-ray UV Visible light Infrared Microwave Radio wave
On your paper, assign the specific EM wave in each region as indicated below:
Note: You don’t have to draw the figure just number your paper from 1 to 7
1 4 6
1 3 5 7
Illustration on Electromagnetic Spectrum
Guide Questions:
1. Which EM wave do you think has the highest levels of energy? Explain your answer by
referring on the figure above.
2. Which EM wave carries the lowest amount of energy? Why do you say so?
Week 1 Day 5
EXPLAIN
Let’s Study This
The Electromagnetic Spectrum

The electromagnetic spectrum is a continuum of electromagnetic waves arranged according to
frequency and wavelength. It is a gradual progression from the waves of lowest frequencies to the
waves of highest frequencies.
According to increasing frequency, the EM spectrum includes: radio waves, microwaves,
infrared, visible light, ultraviolet, X-rays, and gamma rays. These waves do not have exact dividing
region. The different types of electromagnetic waves are defined by the amount of energy carried
by/possessed by the photons. Photons are bundles of wave energy. The energy of a photon is given by
the equation:
E=hf
where h is the Planck’s Constant and f is the frequency of the EM wave. The value of the Planck’s
constant is 6.63 x 10-34 joules per second. From among the EM waves, the gamma rays have photons
of high energies while radio waves have photons with the lowest energies. With regards to
wavelength, radio waves can be likened to the size of a football field while gamma rays are as small
as the nuclei of an atom.
This figure below will give you a clearer idea of the characteristics of the electromagnetic waves
as their sizes are compared with visible materials.
GRADE 10 SCIENCE
Table 1 shows the relative wavelength, frequency, and energy of each of the different
types of electromagnetic waves.
EM Wave Wavelength (m) Frequency (Hz) Energy (J)
Radio > 1 x 10 -1 < 3 x 10 9 < 2 x 10 -24
Microwave 1 x 10 -3 - 1 x 10 -1 3 x 10 9 - 3 x 10 11 2 x 10 -24 - 2 x 10 -22
Infrared 7 x 10 -7 - 1 x 10 -3 3 x 10 11 - 4 x 10 14 2 x 10 -22 - 3 x 10 -19
Visible 4 x 10 -7 - 7 x 10 -7 4 x 10 14 - 7.5 x 10 14 3 x 10 -19 - 5 x 10 -19
UV 1 x 10 -8 - 4 x 10 -7 7.5 x 10 14 - 3 x 10 16 5 x 10 -19 - 2 x 10 -17
X-ray 1 x 10 -11 - 1 x 10 -8 3 x 10 16 - 3 x 10 19 2 x 10 -17 - 2 x 10 -14
Gamma-ray < 1 x 10 -11 > 3 x 10 19 > 2 x 10 -14
ELABORATE
Light as we know it is only a small fraction of the entire electromagnetic spectrum. Most parts of
this band of radiation is invisible to the naked eye. That is the reason why we have to be cautious in
dealing with EM radiation. Aside from being invisible, some of these waves carry high levels of
energy which poses a threat to our health when exposed into. Have you undergone X-ray session
before? Why is that, pregnant women are not allowed to undergo X-ray to observe the baby inside
the womb? Why do doctors use ultrasound instead of X- ray?
G. Making generalizations and abstractions about the lesson.

After learning about the electromagnetic spectrum, let us summarize the lesson as follows;
 The electromagnetic spectrum is the term used by scientists to describe the entire range of light
that exists. From radio waves to gamma rays, most of the light in the universe is, in fact, invisible
to us. Light is a wave of alternating electric and magnetic fields
 The EM spectrum is generally divided into seven regions, in order of decreasing wavelength and
increasing energy and frequency. The common designations are: radio waves, microwaves,
infrared (IR), visible light, ultraviolet (UV), X-rays and gamma rays.
 Wavelength and frequency of light are closely related. The higher the frequency, the shorter the
wavelength. Because all light waves move through a vacuum at the same speed, the number of
wave crests passing by a given point in one second depends on the wavelength.
GRADE 10 SCIENCE
EVALUATE
QUIZ No. 2: ELECTROMAGNETIC SPECTRUM
1. What are the seven EM waves within the spectrum of light?
2. How is frequency related to wavelength?
3. What possible illness you can acquire when you become exposed to high energy EM waves
like gamma radiation?
4. What do you call the band of colors that make-up the visible light?
5. What do you call the term used by scientists to describe entire range of light that exists?
EXTEND
POST-ACTIVITY 2.4: “COLORS’ PECKING ORDER”
Answer the question below:
The colors of rainbow are always arranged in a very specific manner. Each hue occupies a certain
position that never changes. Can you explain how this happens based on the discussions we made
earlier? Make your answer brief and concise.
GRADE 10 SCIENCE

I. OBJECTIVE(S)
The learners demonstrate understanding of the different regions of the
electromagnetic spectrum.
Compare the relative wavelengths of different forms of the electromagnetic spectrum.
Specific Objective:
At the end of the lesson, the learners should be able to:
1. Cite examples of practical applications of the different regions of EM waves, such as the
use of radio waves in telecommunications
II. CONTENT: APPLICATION AND EFFECTS OF ELECTROMAGNETIC WAVES

A. References
a. Teacher’s Guide pages: 122-125
b. Learner’s Material pages: 161-164
c. Teacher’s Manual pages:
d. Textbook pages:
B. Other Learning Resources:
LESSON 2: APPLICATIONS & EFFECTS OF ELECTROMAGNETIC WAVES
Week 2 Day 1
ELICIT
In the previous lesson, you’ve learned that electromagnetic spectrum is a continuum of
electromagnetic waves arranged according to frequency and wavelength. We’ve discussed the
different types of waves within the electromagnetic spectrum. Before we proceed with today’s lesson,
let us review the concepts that you have learned.
Do pre-activity 3.1 entitled, “WAVES WORD HUNT”

Procedure: Find all the words that you have encountered from the previous lesson on the puzzle.
PRE-ACTIVITY 3.1: WAVES WORD HUNT
D W R Y J X F D Q I
B I N F R A R E D P
V N H Q W E R A T L
I C Y D S A S Y Y J
S Q R G H Y H J K S
I F V B A B N M Y K
B X C R Z X C A F F
L E V A W O R C I M
E U H B H A K L E K
L S R K M U Y V T E
I A E M G D A X F D
G L A U U W E C D T
H G N T O P R V A G
T H K I I O R B A V
W Y D R U K T N R C
K A O Q Y J Y M T F
R E Q W T H U P F R
O P F E R G I O G E
GRADE 10 SCIENCE
ENGAGE
Did you send text messages to somebody today? Or have you ever tried cooking in a microwave
oven? Did you know that these previously mentioned human activities make use of microwaves?
Microwaves carry energy, and so with the other kinds of electromagnetic waves. But what are
electromagnetic waves? How can these waves become useful to us?

Do pre-activity 3.2 entitled, “MATCHY- MATCHY”
Procedure: Match the figures in column A that best describes the given EM wave in column B.
PRE-ACTIVITY 3.2: MATCHY- MATCHY!
COLUMN A COLUMN B
A. ULTRAVIOLET WAVES
1.
B. X-RAY
2.
C. GAMMA RAYS
3.
D. VISIBLE LIGHT
4.
E. INFRARED
5.
F. MICROWAVE
6.
G. RADIOWAVE
7.
GRADE 10 SCIENCE
Week 2 Day 2
EXPLORE
Do activity 3 entitled, “Guess what EM I?”
Procedure: Guess the correct electromagnetic wave being describe. Write your
answer in the appropriate box below the figure or after the statement.
ACTIVITY 3.3: GUESS WHAT EM I?
I am transmitting I am absorbed by the skin

heat from sun,fires, and flourescent tubes.
radiations and also I can also cause sunburn to I am useful for
used in night vision your skin. telecommunication,when
goggles you want to call your loved
2
1 ones and also used when
heating food.
3
I am being used to view

what insides the bodies
I am used to and fractures of bones. I am the only EM visible
broadcast radio to naked eye.
and television 5
6
4 I am useful in medicine and
for treating cancer but can

kill living cells.
7
EXPLAIN
Let’s Study This!
Application of Electromagnetic Waves
Radio Waves
Radio waves have the longest wavelength in the electromagnetic
spectrum. They are produced by making electrons vibrate in an antenna. They are
used to transmit sound and picture information over long distances.
Microwaves
Microwaves have smaller wavelength than radio waves. They are used in
satellite communications, radar, television transmission and cooking.
Microwaves can penetrate the atmosphere of the earth. This is the reason
why they are used for satellite communications. It has short wavelength and are
reflected by small objects. This property is used in radars. Radar is the acronym
for Radio Detection and Ranging.
GRADE 10 SCIENCE
Microwaves are used to transmit television news coverage from mobile

broadcast vehicles back to the station. A cellphone is a radio transmitter
and reciever that uses microwaves. In a microwave oven, foods absorb certain
microwave frequencies very stong. The microwaves penetrates the food being
heated.
Infrared
Infrared radiation lies beyond the red end of the visible light. It is emitted
by all objects. The amount and wavelength of radiaton depend on temperature.
Below 500c, an object emits only infrared radiation. Above 500c, an object
glows and emits infrared and some visible light.
Our bodies radiate infrared and under infrared camera or a night vision goggle,
our images appear in variety of colors. The differences in color determined in the
differences of temperature. For example, shades of blue and green indicates
regions of colder temperature; and red and yellow indicates warmer temperature.
Visible Light
When white light passes through a prism, it is separated into its
constituent colors: the red, orange, yellow, green, blue, indigo and violet. These
colors do not distinctly separate but they continiuosly change from red to violet.
Red color has the longest wavelength among these colors and violet has the
shortest.
Our eyes are sensitive to electromagnetic waves of wavelengths that
ranges from 4x10-7m to 7x10-7m. This is the wavelength range of white light.
Thus, the spectrum of white light is therefore called the visible spectrum.
Ultraviolet Radiation
Ultraviolet radiation lies beyond the violet end of the visible spectrum.
Ultraviolet waves have shorter wavelengths than the visible light and carry more
energy.
Ultraviolet radiation in UV lamps are used by banks to check the

signature on a passbook. The signature is marked on the passbook with
fluorescent ink. It becomes visible when viewed under an ultraviolet lamp. It is
also used in sterilizing water from the drinking fountain.
Ultraviolet radiation in sunlight produces vitamin D in the skin and gives

us a tanning effect. But since UV rays have high energy, it could be harmful to
some extent. It could burn the skin and hurt our eyes. Over exposure to UV
radiation may cause skin cancer.
X-rays
X-rays come just after ultraviolet rays. They are of shorter wavelength
but carries higher energy than the UV.
X-rays are produced using an x-ray tube. They are emitted when fast
moving electrons hit a metal target. X-rays were discovered by Wilhelm Conrad
Roentgen in 1895.
Long wavelength X-rays can penetrate the flesh but not the bones. They
are used in X-ray photography to help doctors look inside the body. They are
useful in diagnosing bone fractures and tumors and can detect flaws in metals and
plastic.
Gamma Rays
Gamma rays lie at the other end of the electromagnetic spectrum. They
are shortest in wavelength and highest in frequency. They carry the highest
amount of energy; thus, they are more dangerous.
Gamma rays are very strong that they can kill living cells. Gamma rays are used
to treat cancer through the process called radiotherapy. They are also used for
sterilization of drinking water.
GRADE 10 SCIENCE
Week 2 Day 3
ELABORATE
After learning the application of electromagnetic waves and understanding their uses, now, you
have known that it can help you in your daily life. Can you give examples by which waves can be
beneficial or harmful? And think of possible sources of EM waves (cellphones, transmitters, sun’s
rays etc.)
After learning about the application of electromagnetic waves. Let us summarize the lesson as
follows;
 Waves in the EM spectrum include the following from the longest wavelength to the
shortest wave length.
 Radio waves
 Microwaves
 Infrared waves
 Visible light
 Ultraviolet
 X-rays
 Gamma rays
 The regions in the EM spectrum have various uses and application as follows:
EM Wave Applications/ Uses
Radio waves Radio and television communication
Microwaves Satellite television and communication
Infrared waves Remote control, household electrical appliances
Visible light Artificial lighting, optical fibers in medical uses, screen
of electronic devices
Ultraviolet Sterilization, Fluorescence
X-rays Medical use, engineering applications
Gamma rays Medical treatment
 Each type of EM wave poses a certain degree of risk and danger to people and
environment.
EVALUATE
QUIZ No. 3: WHAT EM I?
Answer the following questions.
1. Which EM wave has the longest wavelength in the electromagnetic spectrum?
2. Among the electromagnetic waves, which is the most dangerous and carries the highest amount
of energy?
3. Which among the electromagnetic waves produce vitamin D in the skin and gives it a tanning
effect?
4. How are microwaves used in satellite communication, radar and television transmission?
5. How can you use the seven EM waves in your daily lives? Explain.
EXTEND
POST-ACTIVITY 3.4: “APPLY WHO EM I”
Answer the question below.
Aside from the uses identified earlier, write another use of each of the EM waves. (One
use/application for every EM wave)
GRADE 10 SCIENCE
EFFECTS of ELECTROMAGNETIC WAVES
Week 2 Day 4
ELICIT
Previously, you learned how the electromagnetic waves are arranged in the spectrum. Let’s see if you
can still remember some of the concepts that we discussed by doing the review activity below.
PRE-ACTIVITY 4.1 “Review thEM”
Answer the following questions.
1. Among the EM waves, which of the following has the:
a. Longest wavelength -
b. Shortest wavelength -
c. Highest frequency -
d. Lowest frequency -
e. Highest energy level -
f. Lowest energy level: -
2. Give at least 2 (two) concepts on how the EM waves are arranged in the spectrum. a.
b.
3. How are frequency, wavelength and energy level of an EM wave related to one another?
ENGAGE
You have learned from the previous lessons that EM radiation can come in many forms, like
radio waves, microwaves, and infrared which are low energy waves. These waves are mostly used in
many devices around us including radio, television, both old and modeled phones, ovens, and remote
control. On the other hand, the rest of the EM waves can cause good and bad effects to others because
they carry high energy.
Should we fear these EM radiations? Or should we appreciate their technological use?

The answers depend upon you and how to deal with these radiations.
PRE-ACTIVITY 4.2: “What is common on thEM?”

Analyze and study the figure or pictures given below. Answer the question that follows.
Guide questions:
1. What is common to the pictures above?

2. What do you think have caused them to be like that?
GRADE 10 SCIENCE
EXPLORE
Procedure: Complete the concept map below. You may refer to Part E of this SIPack for your
answers.
ACTIVITY 4.3 “Concept Mapping”
Guide questions.
1. How would you differentiate the two classifications of radiation based on wave properties?
2. Both classification exhibit effects, either immediate (acute) and delayed. Based on these terms,
which among the two radiation cause immediate effect? Why? Delayed effects? Why?
Week 2 Day 5
EXPLAIN
Read the selection below “Ionizing and Non-Ionizing Radiation Study Guide”
Reference: https://www.aocopm.org/assets/documents/10-31-
11_Basic_Course_III_Orlando/ionizing%20an%20non.pdf
Ionizing and Non-Ionizing Radiation Study Guide
Radiation- Energy emitted from a body or source that is transmitted through an intervening
medium or space and absorbed by another body. Transmission is in the form of waves but
wave/particle duality under quantum physics.
GRADE 10 SCIENCE
Radiation is classified as being either non-ionizing or ionizing. Non-ionizing radiation is longer

wavelength/lower frequency lower energy. While ionizing radiation is short wavelength/high
frequency higher energy.
Ionizing Radiation has sufficient energy to produce ions in matter at the molecular level. If that
matter is a human significant damage can result including damage to DNA and denaturation of
proteins. This is not to say that non-ionizing radiation can’t cause injury to humans but the injury is
generally limited to thermal damage i.e. burns.
There is a great deal of information on the above chart. One of the most interesting things is that
the visible spectrum is essentially the divide between ionizing and non-ionizing radiation. This makes
sense clinically when we think of UV radiation causing skin cancer.
Types of Non-Ionizing Radiation and Their Clinical Effects
1. Radio wave and Microwave

Occupational Exposures: Radar and communications equipment, industrial and commercial
ovens
Clinical Effects: There is a great deal of controversy regarding potential cancer risks,
particularly with cell phone use. We know that exposure to radio and microwave frequency
sources can cause burns and clinically this is what you are most likely to see.
2. Infrared
Occupational Exposures: Welding, glassmaking, heating and dehydrating processes
Clinical Effects: Penetrates superficial layers of the skin, causes thermal injury, potential for
damage to the cornea, iris, lens of the eye
3. Visible light
 400 to 750nm wavelengths
 ROYGBIV (Red, Orange, Yellow, Green, Blue, Indigo, Violet)
 Possibility of retinal injury from 400-500 nm blue frequencies
Types of Ionizing Radiation and Their Clinical Effects
1. Ultraviolet Radiation
 Bridge between Non-Ionizing and Ionizing Radiation
 Three regions
a) UV-A 315nm-400nm
b) UV-B 280nm-315nm
c) UV-C ‹280nm
 A and B bands produce biologic effects on the skin and the eyes. Photokeratitis,
conjunctivitis, sunburn, photosensitization reactions, skin cancers Majority of exposures are
to outdoor workers, other exposures include welders, people who work in drying and curing
industries and laboratory, kitchen or medical industries exposed to germicidal ultraviolet
GRADE 10 SCIENCE
2. X-Rays
(Ref: https://www.medicinenet.com/x-rays/article.htm)
There is a slight increased risk of developing cancer later in life after X- ray
exposure. X-rays have also been linked to cataracts in the eyes and skin burns, but only at
extremely high levels of radiation.
Things that are risk factors for X-ray damage include:

 A higher number of X-ray exams
 Receiving X-rays at a younger age
 Being female (women have a slightly higher lifetime risk than men for developing
radiation-associated cancer)
Things you can do to reduce radiation risks from X-rays:

 Keep track of your X-ray history and make sure your doctors are aware of it
 Ask your health-care professional if there are alternative tests to X-ray exams
 If you are pregnant or think you may be pregnant, tell the X-ray technician or
radiologist
3. Gamma Rays
Gamma rays are a form of electromagnetic radiation that cannot be seen or felt which have
the smallest wavelengths and greatest energy on the electromagnetic spectrum (right above x rays
on the electromagnetic spectrum) with wavelengths shorter than 0.1 A0.
They are usually produced in extremely high temperatures or solar flares. When used in
medicine, it can be produced in labs either by nuclear collision or artificial radioactivity. The
cyclotron and synchrotron are two devices used to produce the high energy nuclei required
for the collisions. Gamma rays kill living organisms in a process called irradiation, which can be
very harmful when used for any purpose other than medicine.
There are many side effects attributed to the use of gamma rays for treatment of
cancers. These side effects are classified according to the region in the body that is
affected
Region Side Effect(s)

Dry mouth, mouth and gum sores, difficulty
Head and Neck swallowing, jaw stiffness, lymphedema, or tooth decay
Shortness of breath, breast or nipple soreness,

Thorax shoulder stiffness, cough, fever, or radiation
pneumonia.
Stomach and Abdomen Nausea, vomiting, or diarrhea
Diarrhea, rectal bleeding, bladder irritation and sexual
Pelvis problems in both men and women. May
cause permanent infertility
ELABORATE
As you have learned previously, radiation in the form of electromagnetic waves is present
everywhere because of this, each type of EM wave poses a certain degree of risk and danger to the
people and to the environment. List down 5 ways on how we can protect ourselves from the harmful
effects of electromagnetic waves.
 Radiation- Energy emitted from a body or source that is transmitted through an intervening
medium or space and absorbed by another body.
 Radiation is classified as being either non-ionizing or ionizing. Non-ionizing radiation is
longer wavelength/lower frequency lower energy. While ionizing radiation is short
wavelength/high frequency higher energy.
GRADE 10 SCIENCE
 Exposure to high-level ionizing radiation may cause either an immediate effect or a

delayed effect.
 EM waves poses a certain degree of risk and danger with exposure; however, these waves
are useful with proper understanding with the uses in our everyday lives.
DID YOU KNOW?
 Both radio waves and microwaves can interfere with a pacemaker, a medical device that uses
electrical impulses to help regulate the beating of the heart.
 Microwaves are known to cause cataracts so we should not form the habit of pressing our face
against a microwave oven to see if the food is cooked already,
 Excessive exposure to visible light especially int the blue region can cause eye damage.
 Lasers can cause blindness.
 Exposure to sudden burst of intense light, such as those from the flashbulbs in a camera, can lead
to flash blindness that can last for seconds up to a few minutes. That is also a reason why taking
pictures with infants/babies with the use of the flash camera is strictly prohibited.
 Ultraviolet rays can damage the retina; so be sure that your sunglasses are UV protected.
EVALUATE
QUIZ No. 4: “IONIZING vs NON-IONIZING”
Cite at least one (1) effect for every EM wave listed below.
CLASSIFICATION EM WAVES EFFECTS
RADIO WAVE
MICROWAVE
NON-IONIZING
INFRARED
VISIBLE LIGHT
ULTRA VIOLET
IONIZING X-RAY
GAMMA RAY
EXTEND
POST-ACTIVITY 4.4: “CHOOSE A TASK!”
Choose one (1) among the three (3) tasks listed below. Perform and submit it to you
teacher.
1. Make a short essay about wireless technology. Discuss the benefits and hazards of wireless
technology to society.
2. Make a poster about UV radiation and ways to protect ourselves against its harmful effect (short
bond paper)
3. Make a picture collage to show the different devices that work through or produce EM waves
classify them as non-ionizing or ionizing. You may use old magazine, brochures, and other
printed materials.
GRADE 10 SCIENCE

I. OBJECTIVE(S)
The learners demonstrate an understanding of the images formed by the different types of
mirrors and lenses.
B. Performance Standard:
The learners should be able to make informed choices on selecting the right type of
mirrors or lenses for specific purposes.
C. Learning Competency:
Predict the qualitative characteristics (location, orientation, type, and
magnification) of images formed by plane and curved mirrors and lenses.
II. CONTENT: LIGHT (Reflection of Light in Mirrors and Refraction of Light in Lenses)
A. References
a. Teacher’s Guide pages: 135 - 155

b. Learner’s Material pages: 168 -202
d. Textbook pages:
B. Other Learning Resources: www.physicsclassroom.com, www.vedantu.com
PROPERTIES OF LIGHT
Week 3 Day 1
ELICIT
Last time, you became aware of the different effects of electromagnetic waves to our
environment. To measure your understanding about the past lesson, answer the questions
below.
1. What are the different types of electromagnetic waves? Arrange them from longest
wavelength to shortest wavelength.
2. What are the good and harmful effects of EM waves to humans?
ENGAGE
Light has always been an important ingredient in the recipe of life. Without light, life as we
know it will cease to exist. Regarding this, light tends to display various properties that make it
useful and very important in our daily living. Can you name some of these properties? Can you
provide instances where light became very useful to you?
Have you seen a rainbow? What are the different colors of a rainbow? How do these colors
are formed and what property of light is involved?
GRADE 10 SCIENCE
EXPLORE
Do activity 5.1 entitled, “IT’S MY PROPERTY!”
Procedure: Using the following pictures, identify on what property of light is involved in
each of the illustration below. Use the terms in the textbox as reference for your answers.
ACTIVITY 5.1: “IT’S MY PROPERTY!”
DIFFRACTION REFRACTION POLARIZATION

REFLECTION DISPERSION
TOTAL INTERNAL REFLECTION INTERFERENCE
Illustrations/Pictures
1. 2.
3. 4.
5. 6.
7.
Guide questions:
1. Which among the properties of light shown above have you encountered or
experienced?
2. In what way do these properties help you in your daily life? (choose 2)
EXPLAIN
Let’s Study This! Properties of Light
From; https://www.sciencelearn.org.nz/, www.toppr.com
Properties of Light
Reflection is when light bounces off an object. If the surface is smooth and shiny, like glass, water or
polished metal, the light will reflect at the same angle as it hit the surface. This is
GRADE 10 SCIENCE
called specular reflection. For a rough surface, reflected light rays scatter in all directions. This is
called diffuse reflection.
Refraction is the bending of light (it also happens with sound, water and other waves) as it passes
from one transparent substance into another. This bending by refraction makes it possible for us to
have lenses, magnifying glasses, prisms and rainbows. Even our eyes depend upon this bending of
light. Without refraction, we wouldn’t be able to focus light onto our retina.
Dispersion of light is the phenomenon of splitting of a beam of white light into its seven constituent
colors when passed through a transparent medium. It was discovered by Isaac Newton in 1666.
Newton discovered that light is made up of seven different colors. (i.e. violet, indigo, blue, green,
yellow, orange and red)
Interference is a phenomenon in which two waves superpose to form a resultant wave of greater,
lower, or the same amplitude. Constructive and destructive interference result from the interaction of
waves that are correlated or coherent with each other, either because they come from the same source
or because they have the same or nearly the same frequency. Interference effects can be observed
with all types of waves, for example, light.
Total internal reflection is the phenomenon which occurs when a propagated wave strikes a
medium boundary at an angle larger than a particular critical angle with respect to the normal to the
surface. If the refractive index is lower on the other side of the boundary and the incident angle is
greater than the critical angle, the wave cannot pass through and is entirely reflected. The critical
angle is the angle of incidence above which the total internal reflection occurs.
Diffraction is the slight bending of light as it passes around the edge of an object. The amount of
bending depends on the relative size of the wavelength of light to the size of the opening. If the
opening is much larger than the light's wavelength, the bending will be almost unnoticeable.
However, if the two are closer in size or equal, the amount of bending is considerable, and easily seen
with the naked eye.
Polarization is defined as a phenomenon caused due to the wave nature of electromagnetic

radiation. Sunlight travels through the vacuum to reach the Earth, which is an example of an
electromagnetic wave. These waves are called electromagnetic waves because they form when an
electric field interacts with a magnetic field. Polarization is the property of wave that can oscillate
with more than one orientation. A light wave that is vibrating in more than one plane is referred to
as unpolarized light. The process of transforming unpolarized light into polarized light is
known as polarization of light.
Week 3 Day 2
ELABORATE
As you have learned, light possesses different properties and each of these properties prove to be
beneficial to people. In fact, in everything we do, there is always one or more properties of light
involved. Looking your face in the mirror, using fiber-optic internet connection and simply wearing
your glasses/shades are only few of many examples.
After learning the properties of light, let us summarize the lesson as follows; Light has
the following properties

 Reflection
 Refraction
 Dispersion
 Interference
 total internal reflection
 diffraction, and polarization.
GRADE 10 SCIENCE
EVALUATE
QUIZ NO. 5 PROPERTIES OF LIGHT

1. What are the seven (7) properties of light discussed earlier?
2. What property of light makes the spoon in your glass appear to be bent?
3. The light rays that go through the clouds do not appear to be straight, what
property of light involves this example?
4. What property of light makes white light to separate into seven colors?
EXTEND
Make an advance reading on the different types of mirrors and their uses.
LESSON 3-4: IMAGE FORMED BY MIRRORS
ELICIT
Reflection is the bouncing off of light rays when it hits a surface like a plane mirror.
ENGAGE
Mirrors are essential to every home. They help us in our daily lives, though we rarely ever really
appreciate their usefulness. From the moment we get up at night to the time we ready ourselves for
sleep, we almost always seek for a mirror to take a look at ourselves. Mirrors reflect to us how we
look, how clothes fit us, and how things fit. People always love to know how things look on and with
them. It gives us the chance to appreciate and be thankful. There is something to be said about how,
after a day of straining our eyes, looking at everything else in the world, we know that we could
always also look at ourselves with the help of a handy mirror. Everywhere you go, there are always
mirrors present. In your own knowledge, are all mirrors the same? If your answer is no, how do these
mirrors differ?

Face in front of a plane mirror. How do you describe your reflection?
Week 3 Day 4
EXPLORE
Do activity 6.1 entitled, “MIRRORS EVERYWHERE”
Procedure: Refer on the pictures below and identify the type of mirrors given.
ACTIVITY 6.1: MIRRORS EVERYWHERE
TYPES OF MIRRORS
Plane Mirror Concave Mirror Convex Mirror
GRADE 10 SCIENCE
Guide questions:
1. In your own experience, what physical differences do you see with these types of mirrors?
2. What differences have you seen in terms of the image formed in each type of mirror?
3. Which type of mirror do you think will give you different images depending on the distance of
the object from the mirror?
EXPLAIN
Let’s Study This! Types of Mirrors
Types of Mirrors
Plane mirror is a mirror with a flat (planar) reflective surface. For light rays striking a plane
mirror, the angle of reflection equals the angle of incidence. The angle of the incidence is the angle
between the incident ray and the surface normal (an imaginary line perpendicular to the surface).
Therefore, the angle of reflection is the angle between the reflected ray and the normal and a
collimated beam of light does not spread out after reflection from a plane mirror, except for
diffraction effects.
A plane mirror makes an image of objects in front of the mirror; these images appear to be behind
the plane in which the mirror lies. A straight line drawn from part of an object to the corresponding
part of its image makes a right angle with, and is bisected by, the surface of the plane mirror. The
image formed by a plane mirror is always virtual (meaning that the light rays do not actually come
from the image), upright, and of the same shape and size as the object it is reflecting. A virtual image
is a copy of an object formed at the location from which the light rays appear to come. However, the
image is a laterally-inverted "mirror image" of the object. If a person is reflected in a plane mirror, the
image of his right hand appears to be the left hand of the image.
Curved or Spherical mirror is a mirror with a curved reflecting surface. The surface may be
either convex (bulging outward) or concave (recessed inward). Most curved mirrors have surfaces
that are shaped like part of a sphere, but other shapes are sometimes used in optical devices. Curved
mirrors are used for entertainment. They have convex and concave regions
GRADE 10 SCIENCE
that produce deliberately distorted images. They also provide highly magnified or highly diminished
(smaller) images when the object is placed at certain distances.
Types of Curved Mirrors
1. Concave Mirror - Concave mirrors are spherical mirrors that curve inward like a
spoon. Also known as converging mirror.
2. Convex mirror - is a curved mirror in which the reflective surface bulges towards the light
source. Also known as diverging mirror.
ELABORATE
The following are only some of the uses of mirrors:
1. Because mirrors reflect light, they create an illusion of open space by doubling whatever is in a
room. Interior decorators use mirrors to make rooms feel larger and more inviting than they truly
may be. Certain styles of mirrors may give a room a certain atmosphere based on their
appearance.
2. People use mirrors for safety. Auto manufacturers place mirrors on the sides of vehicles so a
driver has a better scope of traffic. Security personnel may use mirrors to view areas of a parking
garage.
3. Fashion designers use mirrors to look at their clothing or accessories from multiple angles at
once. This helps them judge the overall impact and practicality of the design. Even department
stores often have three-way mirrors so that customers can study the way clothing fits before
purchasing the item.
After learning the types of mirrors, let us summarize the lesson as follows;
● A mirror is an object such that each narrow beam of light that strikes on its surface bounces (is
reflected) in a single direction.
● There are two (2) types of mirrors: plane and curved or spherical.
● Plane mirror is a mirror with a flat (planar) reflective surface.
● Curved or Spherical mirror is a mirror with a curved reflecting surface.
● There are two types of curved mirrors: concave and convex.
● Concave mirrors are spherical mirrors that curve inward like a spoon. Also known as
converging mirror.
● Convex mirror is a curved mirror in which the reflective surface bulges towards the light
source. Also known as diverging mirror.
Week 3 Day 4
EVALUATE
QUIZ No. 6: TYPES OF MIRRORS
Answer the following questions: Five (5) points each
1. What is the difference between plane and curved or spherical mirrors?
2. Can you give the differences between a concave and a convex mirror?
GRADE 10 SCIENCE
EXTEND
Have you seen an ambulance? Did you notice that the word “AMBULANCE” in front of the
vehicle is inverted? What is the explanation for this?
IMAGES FORMED BY PLANE MIRROR
ELICIT
Previously, you learned the types of mirrors. In order to check if you really understood this lesson,
perform the simple activity below.
Do pre-activity 7.1 entitled, “JUMBLED TIME!”

Procedure: Given that the items are jumbled, rearrange the letters to identify the correct word in
each number.
PRE-ACTIVITY 7.1: JUMBLED TIME!
1. A P N L E O R M R I R - A mirror with a flat (planar) reflective surface.

2. U R C D E V R I R M R O – A mirror with a curved reflecting surface.
3. A V E C O N C R O R M I R - A type of spherical mirror that curves inward like a spoon.
4. O N E X V C R O R R M I – A curved mirror in which the reflective surface bulges
towards the light source.
ENGAGE
We know that the use of a plane mirror is to see the reflection of objects. We use mirrors in
almost every place. We use it when there is a need to look at what’s behind us. Why do you think
some bedrooms or rooms put plane mirror on their wall?
ANGLE OF INCIDENCE VS. ANGLE OF REFLECTION
mirror
Based on the figure, the angle of incidence ( θi) should be equal to the angle of reflection
(θr). These angles are measured from a normal line drawn at that point where the light ray is
incident.
EXPLORE
Do activity 7.2 entitled, “FACE YOUR SELF”
Note: The questions in this activity are integrated in the procedure.
ACTIVITY 7.2: “FACE YOUR SELF”
Procedure:
1. Face a mirror (five steps away), a large one is recommended. But a small mirror is
enough.
2. Raise your right hand in front of the mirror.
Q1. Which hand did your image raise?
GRADE 10 SCIENCE
3. Raise your left hand in front of the mirror.

Q2. Which hand did your image raise?
4. Move backwards (preferably 3 steps away).
Q3. What happened to your image?
5. Move forward (preferably 6 steps toward the mirror).
Q4. What happened to your image?
Q5. What can you say about your distance to the mirror and your image’s distance to the mirror? Are
they the same? Explain your answer.
EXPLAIN
Let’s Study This! Reflection of Light
Reflection of Light
Reflection of light occurs when the waves encounter a surface or other boundary that does not
absorb the energy of the radiation and bounces the waves away from the surface such as mirror and
water.
The reflection of light can be roughly categorized into two types of reflection
Regular/Specular reflection Irregular/Diffuse reflection is
is defined as light reflected from produced by rough surfaces that
a smooth surface at a definite tend to reflect light in all
angle directions
The incoming light wave is referred to as an incident wave, and the wave that is
bounced away from the surface is termed as the reflected wave.
Law of Reflection
 The angle of incidence is equal to the angle of reflection: θi = θr

 Incident ray, the normal ray, and reflected ray lie in one plane.
Note:
 The angles are always measured with respect to the normal to the surface.
 The law of reflection is also consistent with the particle picture of light.
Here are descriptions for the terms in this diagram:

 The ray of light which strikes the surface is called the incident ray.
 The ray of light which leaves the surface is called the reflected ray.
GRADE 10 SCIENCE
 A line perpendicular to the surface is imagined at the point of reflection. This line is called a normal.
In this context the word normal means perpendicular. In the above diagram the normal is imaginary
line.
 The angle between the incident ray and the normal is called the angle of incidence, or the incident
angle.
 The angle between the reflected ray and the normal is called the angle of reflection, or the
reflected angle.
 Notice that the angle of incidence is equal to the angle of reflection.
Mirror Left-Right Reversal/Lateral Inversion
Reversals in a Flat Mirror
 A flat mirror produces an image that has an apparent left-

right reversal.
 For example, if you raise your right hand the image you see raises
its left hand.
 The reversal is not actually a left-right reversal.
 The reversal is actually a front-back reversal.
 It is caused by the light rays going forward toward the mirror
and the reflecting back from it.
Week 3 Day 5
ELABORATE
The following are some uses of plane mirror.
1. Periscope is an instrument used for observing over, around or through an obstacle or object which
is prevented by direct line of sight. In the periscope, light hits the top mirror at 45° and reflects
away at the same angle. The light then bounces down to the bottom mirror. When that reflected
light hits the second mirror it is reflected again at 45° right into your eyes. It was widely used
during World War II in tanks and armored vehicles.
2. Kaleidoscope makes magic with light and mirrors. It may be considered a child’s toy (or a toy for
all ages), but it is also a simple optical device with technical application for designers and pattern-
makers.
3. Overhead projector like a film or slide projector, uses light to project an enlarge image on the
screen.
4. SLR camera is a camera that typically uses a mirror and prism system (hence “reflex” from the
mirror’s reflection) that permits the photographer to view through the lens and see exactly what
will be captured.
GRADE 10 SCIENCE

After learning the reflection of light, let us summarize the lesson as follows:
● Reflection of light occurs when the waves encounter a surface or other boundary that does not
absorb the energy of the radiation and bounces the waves away from the surface such as mirror
and water.
● The reflection of light can be roughly categorized into two types of reflection.
Regular/Specular reflection is defined as light reflected from a smooth surface at a definite
angle. Example: image formed in mirrors, still water and shiny surfaces. Irregular/Diffuse
reflection is produced by rough surfaces that tend to reflect light in all directions. Examples:
Image formed by disturbed water, paper, and other rough surfaces.
● The law of reflection state that, the angle of incidence is equal to the angle of reflection:
θi = θr. Incident ray, the normal ray, and reflected ray lie in one plane.
● The ray of light which strikes the surface is called the incident ray.
● The ray of light which leaves the surface is called the reflected ray.
● A line perpendicular to the surface is imagined at the point of reflection. This line is called a
normal. In this context the word normal means perpendicular.
EVALUATE
H. Evaluating learning.
QUIZ No. 7: “TRUE or FALSE”
True or False: Write TRUE if the statement is correct, and FALSE if it is incorrect. (2
points each)
1. The angel of incidence is equal to the angle of reflection.

2. Specular reflection is a type of reflection also known as irregular.
3. Diffuse reflection is produced by rough surfaces that reflects light in all directions.
4. Reflection of light occurs when the waves encounter a surface or other boundary that does
not absorb the energy of the radiation and bounces the waves away from the surface.
5. The ray of light which strikes the surface is called the reflected ray.
EXTEND
POST-ACTIVITY 7.3: MIRROR ME!
Using a mirror, write the following words in correct manner
1.
2.
3.
GRADE 10 SCIENCE
IMAGES FORMED BY CURVED MIRRORS
Week 4 Day 1
ELICIT
Plane Mirror is a mirror with a flat reflective surface. For light rays striking a plane mirror, the
angle of reflection equals the angle of incidence.
ENGAGE
Curved mirrors are reflecting surfaces in which its surface is a section of a sphere. There are
two kinds of curved mirrors, the concave and the convex mirrors.
Ray Diagramming is a graphical method in locating an image. Just like in plane mirrors, we
can describe the image formed by a curved mirror according to its location, orientation,
size/magnification and type.
P concave
C F V
Concave Mirror
convex P
V F C
Convex Mirror
In locating the image formed in a curved mirror graphically, three important points are
considered. These points are:
a. Center of Curvature (C) – the center of the sphere in which a mirror is a part. Its distance
from the mirror is known as radius.
b. Vertex (V) – the center of the mirror.
c. Focal point/Focus (F) – the point between the center of curvature and vertex. Its distance from
the mirror is known as the focal length.
These points lie on the principal axis (P).
In this lesson, we will be focusing on describing the images formed by curved mirrors.

Do activity 8.1 entitled, “HOW’S MY IMAGE, SPOONY?”
Procedure: Perform the task and answer the guide questions that follow
PRE-ACTIVITY 8.1: “HOW’S MY IMAGE, SPOONY?”
GRADE 10 SCIENCE
TASKS:
1. Get a metal spoon (make sure that the spoon has a shiny and polished reflective surface). You
should be facing the concave reflective surface (side that is bulging away from you) of the
spoon. Hold the spoon a foot away from your face. Observe your image.
2. Face the convex reflective surface (side that is bulging towards you) of the spoon. Hold the
spoon a foot away from your face. Observe your image.
Week 4 Day 2
EXPLORE
Do activity 8 entitled, “L-O-S-T IS FOUND”
Procedure: Below are the “Four Principal Rays.” These rays are applied in using the ray
diagramming method in describing the location, orientation, size/magnification and type of the image
formed. Understand how each ray is used and perform the task that follows.
ACTIVITY 8: “L-O-S-T IS FOUND”

Images formed in a curved mirror can be described through ray diagramming method. The P- F ray,
F-P ray, C-C ray and V ray are the “Four Principal Rays.” (Refer to pages 185-186 of Science
Learner’s Material.)
Remember!
 The incident rays (solid arrow line) always start at the tip of the object (upright arrow).
 When the incident ray hits the reflective surface of the mirror, it will be reflected (reflected
rays as represented by broken arrow line.)
 The image is located on the intersection between two reflected rays.
 The tip of the image (as represented by an arrow since the object is also an arrow)
should be at the point where the reflected rays meet.
 There is no need to use all the principal rays. As soon as an intersection between two reflected
rays is seen, you can already identify and describe the image. You can use the other principal
rays to verify the LOST of the image.
 An image is real if it is formed in front of the mirror.
Example:
The image formed above is located between C and F, inverted (as shown by the inverted
arrow), reduced or smaller than the object and real (since it’s formed in front of the concave
mirror).
If no real image is formed in front of the mirror, try extending the tail of the reflected rays behind
it. If you see an intersection behind the mirror, it is a virtual image. If there is no intersection
between reflected rays in front and at the back of the mirror, no image is formed.
GRADE 10 SCIENCE
The image formed is located between V and F, upright (as shown by the arrow upright),
reduced or smaller than the object and virtual (since it’s formed behind the convex mirror).
Using the same figures above, identify the Location, Orientation, Size/Magnification and Type of an
image if the object is located;
CONCAVE:
a. at the center of curvature (C)
b. between center of curvature (C) and the focus (F)
c. at the focus (F)
d. between the focus (F) and vertex (V)
CONVEX:
a. farthest to the mirror (left end most of the principal axis)
EXPLAIN
IMAGES FORMED IN CONCAVE AND CONVEX MIRRORS
A concave mirror is a curved mirror in which the reflective surface bulges away from the light
source. It is also called converging mirror because the parallel incident rays converge or
meet/intersect at a focal point after reflection.
A convex mirror is a curved mirror in which the reflective surface bulges towards the light
source. It is also called diverging mirror because the parallel incident rays diverge after reflection.
Four Principal Rays are used to identify and describe the characteristics of an image and these
rays are:
a. P-F Ray is a ray of light parallel to the principal axis, is reflected passing through the focus
(concave), and as if passing through the focus (convex).
b. F-P Ray is a ray of light passing through the focus (concave) or directed towards the focus
(convex) is reflected parallel to the principal axis.
c. C-C Ray is a ray of light passing through the center of curvature (concave) or directed towards
the center of curvature (convex) reflects back along its own path.
d. V Ray where the incident is directed to the vertex and reflects at an equal angle from the principal
axis. The angle of incidence with respect to the principal axis is equal to the angle of reflection
with respect to the principal axis.
The image in concave and convex mirrors are formed when two or more reflected
rays meet/intersect at a common point. The tip of the arrow (image) should be at the point
where the reflected rays met.
The images formed by curved mirrors maybe describe using the acronym LOST which stands for
Location, Orientation, Size/magnification and Type. The image formed by curved mirror may vary in
terms of its LOST
For concave and convex mirrors, their orientation may be upright or inverted. Their type may
be real if the image is formed in front of the mirror or virtual if it is formed behind the mirror.
Week 4 Day 3
ELABORATE
Concave mirrors are usually used in torches, searchlights, spotlight and headlights of vehicles to
get powerful parallel beams of light. They are also used as shaving mirrors to view large image of the
face. Dentists also use concave mirrors to view large images of the teeth of the patients.
Convex mirrors are used in sunglasses, vehicle mirrors, magnifying glasses and street light
reflectors.
GRADE 10 SCIENCE

Let us now summarize our lesson about images formed by curved mirrors.
 Curved mirrors are reflecting surfaces in which its surface is a section of a sphere. There are
two kinds of curved mirrors, the concave and the convex mirrors.
 Ray Diagramming Method is used to determine an image’s location, orientation,
 There are four principal rays that may be used to identify an image’s LOST: P-F ray, F-P ray,
C-C ray and V ray.
 The characteristics of an object’s image may vary depending upon the location of the object.
 Torches, searchlights, headlights, spotlight and shaving mirrors are some of the applications of
concave mirror.
 Convex mirrors are used in sunglasses, vehicle mirrors, magnifying glasses and street light
reflectors.
EVALUATE
QUIZ No. 8: IMAGES FORMED IN CONCAVE MIRRORS

Describe the images formed by concave mirrors. Write your answers on the table below. (Use
the same figure on page 6).
LOCATION OF THE LOCATION OF ORIENTATION SIZE OF TYPE OF

OBJECT THE IMAGE OF THE IMAGE THE IMAGE THE IMAGE
CONCAVE
1.Farther that the center of
curvature.
2.At the center of the
curvature.
3.Between the center or

curvature and focus.
4. At the focus.
5. Between the focus
and the vertex.
CONVEX
1. Farthest from the

mirror (left most end of
the principal axis.
EXTEND
What kind of curved mirror do you see in most department stores? What are these mirrors for?
GRADE 10 SCIENCE
LESSON 5: IMAGE FORMED BY LENSES
Week 4 Day 4
ELICIT
In the previous lesson, you learned that reflection is the bouncing back of light rays when it hits a
surface like a plane mirror. And images are formed when there is a regular reflection of light. Before
we proceed with today’s lesson, review the concepts you have learned on the previous lesson.
ENGAGE
As previously discussed, reflection is the bouncing back of light where image is formed
when it hits a smooth and shiny object. Another property of light is refraction. Refraction is
the bending of light when it travels from one medium to another of different optical densities.
The ancient Greeks used the concept of light refraction in their living like using a lens to
focus light rays.
A lens is a transparent material made of glass or plastic that refracts light rays and focuses them at
a point. This lesson will discuss the types of lenses. Lenses are used in eyeglasses. What type of
eyeglass should the young and older ones use?
EXPLORE
Do activity 10.3 entitled, “LENS BE WITH YOU”
Procedure: Name each figure and identify the type of lens use in every item.
ACTIVITY 9.1 LENS BE WITH YOU
FIGURE NAME TYPE of LENS
1.
2.
3.
GRADE 10 SCIENCE
4.
5.
Key questions:
1. Aside from the lens present in your eyes, which among the items above have you used?
Can you give us the reason for using these?
2. Can you describe the image that is formed in each of the item above?
3. What do you think is the use of lens in our daily life?
EXPLAIN
Let’s Study This! Types of Lenses
Types of Lenses
A lens is a transmissive optical device that focuses or disperses a light beam by means of
refraction. A simple lens consists of a single piece of transparent material, while a compound
lens consists of several simple lenses (elements), usually arranged along a common axis.
Lenses are made from materials such as glass or plastic, and are ground and polished or
molded to a desired shape. A lens can focus light to form an image, unlike a prism, which
refracts light without focusing. Devices that similarly focus or disperse waves and radiation
other than visible light are also called lenses, such as microwave lenses, electron lenses,
acoustic lenses, or explosive lenses.
Concave lens is a lens that possesses at least one surface that curves inwards. It is a
diverging lens, meaning that it spreads out light rays that have been refracted through it. A
concave lens is thinner at its center than at its edges, and is used to correct short-
sightedness (myopia).
Convex lens is a converging lens. When parallel rays of light pass through a
convex lens the refracted rays converge at one point called the principal focus. The
distance between the principal focus and the center of the lens is called the focal length.
Difference between Converging and Diverging Lenses
GRADE 10 SCIENCE
Week 4 Day 5
ELABORATE
The following are only some of the uses of lenses:

● Lenses are used in many things. They are used in the medical eye glasses either for
reading or walking. They are used in the wars; soldiers use the binoculars to follow the
battles.
● The person who fixes the watches use a magnifier lens to see the minute parts of the
watches.
● Lenses are used in the manufacture of many things as the projector, the cameras and the
magnifying lenses.
● Lenses are used in designing some of optical devices such as Telescopes which are
used for formation enlarged images for the heavenly bodies.
Lenses are used in Microscopes which are used for formation magnified images of the tiny
bodies that cannot be seen with the naked eye and they are used in making of medical glasses to
treat the vision defects .

After learning the properties of light, let us summarize the lesson as follows;
 Lens is a transparent medium that refracts the light and it is limited with two spherical
surfaces.
 The lens is usually made of glass or plastic. Lens is the transparent optical device that affects
the focus of a light beam through the refraction.
 There are two types of the lenses which are the convex lens and the concave lens.
 Convex lens is thick at the center and less thickness at the tips. It collects the light rays falling
on it, so, it is called the converging lens.
 Concave lens is thin at its center and thicker at the tips. It separates the light rays. So, it is
called diverging lens.
EVALUATE
QUIZ NO. 9: TYPES OF LENSES
1. What transparent optical device affects the focus of a light beam through refraction?
2. What is the main difference between a converging and diverging lens?
3. List down at least three (3) uses of a lens.
EXTEND
Most of the time, young people like you tend to have an eye disorder known as myopia or
nearsightedness, this is a condition where you can see objects clearly when these are closer to
you and you fail to see properly when objects are quite far. What do you think is the cause of
this condition?
GRADE 10 SCIENCE
IMAGE FORMATION BY LENSES
Week 5 Day 1
ELICIT
A concave mirror is a curved mirror in which the reflective surface bulges away from the light
source while a convex mirror is a curved mirror in which the reflective surface bulges towards the
light source.
A convex mirror is also called a diverging mirror while concave mirror is also called converging
mirror.
There are four principal rays used in identifying an image’s location, orientation, size and type.
The four principal rays are P-F ray, F-P ray, C-C ray and V ray.
ENGAGE
You have learned that refraction is the bending of light when it travels from one medium to
another of different optical densities. The ancient Greeks used the concept of light refraction in their
living like using lens to focus light rays. A lens is a transparent material made of glass or plastic that
refracts light rays and focuses (or appear to focus) them at a point.
There are two types of lenses, the convex lens and concave lens. Just like in mirrors, a lens’
image may also be identified using the ray diagramming method. This method will also help us
determine the image’s location, orientation, size/magnification, and type.
CONVEX LENS
CONCAVE LENS
In locating the image formed in lenses graphically, three important points are considered.
The following points are:
a. Focal Point/ Focus (F) – a point where light rays converge (or appear to converge) when
parallel light rays pass through a lens. Its distance from the vertex is called the focal length.
b. Twice the focus (2F) – the point along the principal axis that is twice the focal length.
c. Vertex (V) – the geometric center of a lens.

In this lesson, we will be focusing on describing the images formed by lenses.
GRADE 10 SCIENCE
Week 5 Day 2
Images formed in a lens can be described through ray diagramming method. The three most useful
rays for convex and concave lenses are presented below.
PRINCIPAL RAY DIAGRAM DESCRIPTION

CONVEX LENS
1. P-F Ray A ray of light parallel to the
principal axis is refracted
passing through the focus
behind the lens.
F F
2. F-P Ray A ray of light passing

through the focus in front
of the lens is refracted
parallel to the principal
F F axis.
3. V Ray A ray of light passing

through the exact center of
the lens (vertex) continue
to travel in the same
F F direction behind the lens.
CONCAVE LENS
1. P-F Ray A ray of light parallel to the
principal axis is refracted as
if passing through the focus
in front of the lens.
F F
2. F-P Ray A ray of light directed

towards the focus behind
the lens is refracted parallel
to the principal axis.
F F
3. V Ray A ray of light passing

through the exact center of
the lens (vertex) continue
to travel in the same
direction behind the lens.
Remember!
⮚ The incident rays always start at the tip of the object (upright arrow).
⮚ When a light ray passes through two or more media with different optical
densities, it bends.
⮚ The image is located on the intersection between two refracted rays.
⮚ The tip of the image (as represented by an arrow since the object is also an arrow) should
be at the point where the refracted rays meet.
⮚ There is no need to use all the principal rays. As soon as an intersection between two refracted
rays is seen, you can already identify and describe the image. You can use the other principal rays
to verify the LOST of the image.
⮚ An image is real if it is formed behind the lens.
GRADE 10 SCIENCE
Example using P-F ray and F-P ray.
The image formed above is located beyond 2F, inverted (as shown by the inverted arrow),
enlarged (larger than the object) and real (formed behind the lens.)
If no real image is formed behind the lens, try extending the tail of the refracted rays in front of
the lens. If you see an intersection in front of the lens, it is a virtual image. If there is no intersection
between refracted rays in front and behind the lens, no image is formed.
Example using P-F ray and F-P ray.
The image formed is located between V and F, upright (as shown by the arrow upright),
reduced (smaller than the object) and virtual (since it’s formed in front of the lens.)
Week 5 Day 3
EXPLORE
Do Activity 10.1 entitled, “L-O-S-T IS FOUND (LENSES)”
Procedure: Below are the “Three Principal Rays.” These rays are applied using the ray
diagramming method in describing the location, orientation, size/magnification and type of
the image formed by lenses. Understand how each ray is used and perform the task that
follows.
ACTIVITY 10.1: “L-O-S-T IS FOUND (LENSES)”
Using the same figures above, identify the Location, Orientation,
Size/Magnification and Type of an image if the object is located;
CONVEX:
a. beyond 2F’
b. at 2F’
c. at F’
d. between F’ and V
CONCAVE:
a. at 2F’
b. at F’
c. between F and V
GRADE 10 SCIENCE Self-Instructional Packets (SIPacks)
Week 5 Day
40
EXPLAIN
IMAGES FORMED BY LENSES
A convex lens is thicker in the center than the edges. It forms real and virtual images
depending on the position of the object. It is also called converging lens because the light that
passes through it tends to converge at a particular point called the focal point.
A concave lens is thicker at the edges and thinner in the center. It forms upright and reduced
images. It is also called diverging lens because the light that passes through it tends to diverge at a
particular point called the focal point.
Three Principal Rays are used to identify and describe the characteristics of an image and these
rays are:
a. P-F Ray where a ray of light parallel to the principal axis is refracted passing through the focus
behind the lens (convex) or as if passing through the focus in front of the lens (concave).
b. F-P Ray where a ray of light passing through the focus in front of the lens (convex) or directed
towards the focus behind the lens (concave) is refracted parallel to the principal axis.
c. V Ray where a ray of light passing through the exact center of the lens continue to travel in the
same direction.
The image in concave and convex lenses are formed when two or more refracted
rays meet/intersect at a common point. The tip of the arrow (image) should be at the point
where the refracted rays meet.
The images formed by lenses maybe described using the acronym LOST which stands for
Location, Orientation, Size/magnification and Type. The image formed by lenses may vary in terms
of its LOST.
The image in convex and concave mirror is real if it is formed behind the lens and is
virtual if it is formed in front of the lens.
ELABORATE
The human eye, camera, telescope and microscope are objects that utilize convex (converging)
lenses while lights, flashlights, lasers and binoculars use concave (diverging) lenses. Can you
identify objects inside your house which uses lenses? Can you determine what kind of lens
these objects use?
Let us now summarize our lesson about images formed by lenses.

● A lens is a transparent material made of glass or plastic that refracts light rays and focuses (or
appear to focus) them at a point. There are two types on lens – convex and concave lens.
● Ray Diagramming Method is used to determine an image’s location, orientation,

● There are three principal rays that may be used to identify an image’s LOST in lenses: P- F ray,
F-P ray, and V ray.
● The characteristics of an object’s image may vary depending upon the location of the object.
● Examples of object that utilizes convex lens include the human eye, camera, telescope and
microscope while lights, flashlights, laser and binocular are examples of objects that use concave
lens.
Week 5 Day 5
EVALUATE
QUIZ No. 10: IMAGES FORMED BY LENSES
Describe the images formed by the lens at different points. Write your answers on the table below. (Use
the same figure on page 5 and 6).
LOCATION OF THE LOCATION OF ORIENTATION SIZE OF TYPE OF

OBJECT THE IMAGE OF THE IMAGE THE IMAGE THE IMAGE
CONVEX
1. beyond 2F’
2. at 2F’
3. at F’
4. between F’ and V
CONCAVE
1. at 2F
2. at F
3. between F and V
EXTEND
Refraction refers the bending of light as it passes through media with different optical
densities. You will learn more about this property of light on the next lesson.

I. OBJECTIVE(S)
The learners demonstrate an understanding of the relationship between electricity and magnetism
in electric motors and generators.
The learners should be able to explain the operation of a simple electric motor and generator.
II. CONTENT: ELECTRICITY AND MAGNETISM

A. References
a. Teacher’s Guide pages: 92 - 120
b. Learner’s Material pages: 105 - 144
d. Textbook pages:
B. Other Learning Resources: https://www.commons.wikimedia.org
LESSON 6: MOTORS, GENERATORS AND TRANSFORMERS
Week 6 Day 1
ELICIT
Last time, you became aware of the different optical devices that use lenses. To measure your
understanding about the past lesson, perform the simple activity below.
Do pre-activity 11.1 entitled: SCRAMBLE MANIA!
PRE-ACTIVITY 11.1: SCRAMBLE MANIA!

Procedures: Given that the items are scrambled, rearranged the letters to identify the correct word/s in
each number.
An optical device that is used to see distant objects.

1. L E S T E C O P E
Used to provide an image of an object that is
2. F Y I N G N I M A G L G A S S
bigger than what is seen by the naked eyes.
A device used to see objects that can not be seen by
3. C O P E C R O S M I
the naked eye.
Uses a system of prism to switch the image left to
4. N O B I L A R C U
right and right to left.
5. M E C A R A It is a box-like device used for taking pictures.
ENGAGE
An object is said to be charged/electrified with whatever particles it has in excess. It means that,
when the object has more protons (due to loss of electrons), then it is positively charged (p+). When
the object has more electrons (due to the gain of electrons), then it is negatively charged (e-). How
can we produce charges?

Read the selection below.
Ref: https://www.techwalla.com/articles/what-are-three-ways-to-charge-an-object
THREE WAYS TO CHARGE AN OBJECT
There are three ways to charge an object: by friction, conduction and induction. Friction involves
rubbing on material with another, resulting in electrons moving from one surface to another. Most
people have experimented with this form of charging an object, either rubbing a balloon on a jumper
to make it cling or by shuffling their feet over a carpeted surface to build up an electrical charge to
shock someone. Friction is useful for charging insulators, which are materials that aren't good
conductors. Conduction on the other hand is used to charge things that are good conductors, such a
metal. A charged object is touched to the conductive material and some of the charge, whether it is
positive or negative, will be transferred. The final way to charge an object is by induction and is,
again, best for conductive materials. The uncharged conductive material is grounded on any neutrally-
charged material and the charged object is held near it. The charge will flow between the two objects
and the uncharged conductor will develop an opposite charge to the original charged object.
EXPLORE
ACTIVITY 11.2: MAY THE E-FIELD LINES BE WITH YOU!
I. Objective
Describe the electric field lines directions and patterns in different locations surrounding charges and
combinations of charges.
II. Material:
Electric Fields, Forces and Forms (E – 3F’s) table
III. Procedures:
a. Carefully study the images of electric charges and electric fields in table below.
b. Match the charges and electric field descriptions in Column B and their respective
meanings in Column C with the corresponding images in Column A.
c. Write your coded answer in the appropriate column.
A Coded B C
Image Answer Description Meaning
A.
electric field pattern I.
for a positive and a The electric field
1. ,
negative charge near lines enter the
each other charge.
1.
II.
The charges push
B.
each other away as
2. , electric force for
shown by the lines of
unlike charges
2. force moving out of
the charge.
C. III.
direction of electric The force between
3. ,
field lines for a the charges is
positive charge repulsive.
3.
IV.
D. The electric field
4. , electric force for like lines leave the
charges charge.
4.
E.
electric field pattern V.
5. , for two positive The charges pull
charges near each toward one another.
other
5.
F.
VI.
electric field pattern
The force between
6. , for two negative
the charges is
charges near each
attractive.
other
6.
VII.
G. The charges push
direction of electric each other away as
7. ,
field lines for a shown by the lines of
negative charge force moving into the
7. charge.
Guide questions:
1. What do you think will happen when two positively charge particles are drawn closer to one
another?
2. What kind of force is involved when two different charge particles go near each other?
3. State the law of electric charges.
Week 6 Day 2
EXPLAIN
ELECTRIC FIELDS and FORCES

An electric charge, q is the fundamental quantity that underlies all electrical phenomena.
There are two types of charges, the positive and the negative. The positive charge carriers are the
protons and the negative charge carriers are the electrons.
A charged object produces an electric field, E. It is a region around the charged particle or
object within which an electrostatic force, 𝑭𝑬 would be exerted on other charged particles or
objects. The direction of this force can be represented by imaginary lines known as electric lines of
force. The electric lines of force are also called electric field lines. These imaginary lines start
from a positive charge and ends on a negative charge and do not intersect each other.
The direction of the electric lines of force for positive and

negative charge is shown on the left.
The electric lines of force of a negatively charged particle are
drawn into the center of the charge or inward. Whereas, the
electric lines of force of a positively charged particle are drawn away
from the center of the charge or outward.
That is, these lines of force always enter or leave the charged
surface normally.
UNLIKE CHARGES
If two opposite charges are placed close to each other, they get
attracted because the electrostatic force present between them is
attractive.
The figure on the right clearly shows that for a positive charge, the
electric lines of force move away from its center and for a
negativecharge the electric lines of force move towards its center.
If these two opposite charges are placed close to each other, the
positive charge moves in the direction of the electric lines of force and
enters into the electric field of the negative charge. Here, the positive
charge gets pulled towards the negative charge because the electric lines
of force for the negative charge are also in the same direction.
Therefore, the two opposite charges get attracted.
LIKE CHARGES
If two positive or two negative charges are placed close to each other, they get repelled
because the electrostatic force present between them is repulsive.
Figure 3 Figure 4
Figure 3 clearly shows that for both positive charges, the electric lines of force move away from
the center of the positive charges.
If these two positive charges are placed close to each other, both the charges will try to move
in the direction of the electric lines of force. The positive charge on the left side will try to move
towards the positive charge on the right side, but the electric lines of force of the positive charge on
the right oppose this movement. In similar way, the positive charge on the right side will also
experience an opposing force from the positive charge on the left. Hence, both the charges will
experience a repulsive force from each other.
Figure 4 clearly shows that for both negative charges, the electric lines of force move toward
the center of the negative charges.
If these two negative charges are placed close to each other, both the charges will try to move in the
direction of the electric lines of force. The negative charge on the left side will experience a pulling
force from the negative charge on the right, but the electric lines of force for the negative charge on
the left side is in opposite direction. Hence, it will move away from the negative charge on the right.
In similar way, the negative charge on the right side will try to move away from the negative charge
on the left. Therefore, both the charges will move away from each other.
Thus, the LAW of ELECTRIC CHARGES is stated as “like charges repel each other
while unlike charges attract each other”.
ELABORATE
Electrostatics is the study of electric fields in static equilibrium. In addition to research using
equipment such as a Van de Graaff Generator, many practical applications of electrostatics exist,
including, photocopiers, laser printers, inkjet printers, and electrostatic air filters.
Why are the metal support rods for satellite networks dishes generally grounded? The
answer is, so that lightning striking them goes into the ground instead of the television equipment.
 An electric charge, q is the fundamental quantity that underlies all electrical phenomena.
 There are two types of charges, the positive and the negative. The positive charge carriers are
the protons and the negative charge carriers are the electrons.
 A charged object produces an electric field, E. It is a region around the charged particle or
object within which an electrostatic force, 𝑭𝑬 would be exerted on other charged particles or
objects.
 The electric lines of force of a negatively charged particle are drawn into the center of the
charge or inward. Whereas, the electric lines of force of a positively charged particle are drawn
away from the center of the charge or outward.
 If two opposite charges are placed close to each other, they get attracted because the
electrostatic force present between them is attractive.
 If two positive or two negative charges are placed close to each other, they get repelled
because the electrostatic force present between them is repulsive.
 The LAW of ELECTRIC CHARGES is stated as “like charges repel each other while
unlike charges attract each other”.
Week 6 Day 3
EVALUATE
QUIZ No. 11: ELECTRIC FIELD and FORCES
TRUE or FLASE. Write TRUE if the statement is correct, FALSE if it is not.
1. When two like charges are placed near each other there will be attraction.
2. The imaginary lines that surround a charged particle is known as magnetic field.
3. An object is said to be positively charged whenever it has a greater number of protons than
electrons.
4. The direction of electric field lines on a negatively charged particle is always outward.
5. If two positive charges are place near each other, the force present between the two is
repulsive.
EXTEND
Have you experienced playing or using magnet? Do you want to know how magnets behave when put
together? And what similarities are found between electric field lines and magnetic field lines? Let’s
take a look by doing the post activity 11.3 below entitled MAGNETIC FIELD SIMULATION.
POST-ACTIVITY 11.3: MAGNETIC FIELD SIMULATION
I. Objective
Describe the magnetic field lines directions and patterns in different locations surrounding poles and
combinations of poles.
II. Material:
Magnetic Field illustrations, Forces and Forms (E – 3F’s) table
III. Procedures:
1. Carefully study the images of magnets and magnetic field fields in table below.
2. Match the magnets and magnetic field descriptions in Column B and their respective
meanings in Column C with the corresponding images in Column A.
3. Write your coded answer in the appropriate column.
A Coded B C
Image Answer Description Meaning
1.
Magnetic field A.
pattern of two The magnetic lines of
I. ,
south poles near force leave the north
each other pole
1.
B.
2. The poles push each
II. , Magnetic field other away as shown by
pattern of the earth the flux lines entering
the south pole
2.
3.
C.
Direction of the The magnetic lines of
III. , magnetic field lines force enter the south
of a bar magnet pole
3.
4.
Magnetic field
D.
pattern of a north The magnetic lines of
IV. , pole and a south force form closed loops
pole near each from pole to pole.
4. other.
5.
E.
Direction of The poles push each
V. , magnetic field lines other away as shown by
of a bar magnet’s the flux lines leaving the
north pole north pole.
5.
6.
Magnetic field F.
VI. , pattern of two The poles pull toward
north poles near each other
6. each other
G.
7.
It is like a giant bar
Direction of magnet with its own
VII. , magnetic field lines magnetic field whose
of a bar magnet’s lines of force meet at
south pole the magnetic poles
7.
Guide Question:
1. What do you think will happen when two same magnetic poles are drawn closer to one
another?
2. What kind of force is involved when two different magnetic poles are drawn closer to each other?
3. State the Law of Magnetic Poles.
INDUCED MAGNETISM
Week 6 Day 4
ELICIT
Electric field is a force field surrounding electric charges or group of charges where a force acts
on charges within the field. Magnetic field is a region of magnetic influence around the magnetic
poles and moving charged particles.
ENGAGE
Have you seen a magnet? How did you know it is a magnet? What do you think is the reason why
a magnet can attract objects like iron and steel? To answer these questions, do the activity below.

Do pre-activity 12.1 entitled: HIT THAT MAGNET!
PRE-ACTIVITY 12.1: HIT THAT MAGNET!

Procedure: Read the clues and then fill each blank to find the correct “Magnet” word.
Magnet 1. Property of magnet in which it can attract object like iron.

Magnet 2. Current carrying coil. It loses its magnetism when there is no current
passing through.
Magnet 3. Space around the magnet or where magnetic lines of force are found.
Magnet 4. Formerly known as lodestones.
Magnet 5. Process by which a magnet loses its magnetism.
EXPLORE
Do Activity 12.2: INDUCED MAGNETIC OBJECT.
ACTIVITY 12.2: INDUCED MAGNETIC OBJECT
I. Objectives:
1. Induce magnetism in a magnetic material.
2. Infer the polarity of the magnetized object.
II. Materials:
* bar magnet * three, half inch iron nails
Safety Precaution:
 Handle the magnet with care so as not to drop it. It could break, chip off and weaken upon
impact.
III. Procedures:
1. Place the nails on a flat surface. Bring the iron nails close to or touching each other.
Do not use the magnet yet.
Q1. What happens as you bring the nails close to or touching each other?
2. With the bar magnet, bring it close to or touching one of the nails.
Q2. What happens as you bring the bar magnet close to or touching the first iron nail? Can
that first iron nail attracts and lift a second nail? a third one?
3. Using the bar magnet once more, change the distance between the magnet and the nails
by moving the bar magnet slowly away or far from the nails.
Q3. What happens when you move the bar magnet far from the nails?
Q4. If the north pole of the bar magnet lifts the first nail by attraction, what is then the nail’s
polarity of induced magnetism in the indicated regions? (answer on the boxes) Why?
Q5. In what way can you induce magnetism on a magnetic material?
Q6. What do you call the process of creating/making an object as a temporary magnet?
Week 6 Day 5
EXPLAIN
MAGNET and Its PROPERTIES
It is believed that the Greeks discovered magnetism when certain iron ores in Magnesia could
attract pieces of iron. These iron ores are called lodestones (leading stones) presently known as
magnetite. A material having the ability to attract iron or nickel is referred as magnet.
Magnetism refers to the ability of a material to attract pieces of iron or steel. The (A) spinning
of electrons within the atoms and (B) rotation of electron in its axis are considered as the
sources of magnetism. Since the electron is a charged particle, the concept implies that magnetism
is a property of a charged particle in motion.
All atoms are in themselves tiny magnets formed into groups called magnetic domains.
Without magnetic domains a magnet would not have its magnetism. Magnetic domains are clusters
of iron atoms that line up in the (C) same direction when magnetized. When (D) unmagnetized,
the iron atoms scatter.
Ordinarily, a magnet has only two poles but occasionally, it may have four,
six, eight and many more poles. The poles of a magnet are usually its two ends. The pole that points
toward the north is the North – seeking pole or North pole. The other that points toward the
south is the South – seeking pole or South pole. These two poles always come in pairs.
The Earth itself is a giant magnet. It has two poles, the
magnetic north pole and magnetic south pole. The
magnetic south pole is located near the geographic north
pole while the magnetic north pole is located near the
geographic south pole. Every magnet is affected by the
Earth’s magnetic poles. When a magnet is suspended in
such a way that it is free to move, it always aligns itself in
the north – south direction.
A compass needle is a permanently suspended magnet. Its north pole (the one in red) is a
magnetic north pole. It is attracted to the magnetic south pole that is why it points north (to the
geographic north pole).
Magnets are manufactured in a wide

variety of shapes and sizes depending on
their uses. The most common shapes of
magnets are the (a) U-shaped, (b) bar, (c)
cylindrical, (d) ring (e) disc, (f)
horseshoe and (g) rod.
Magnets cannot be broken or separated into separate

north and south poles. If a magnet breaks into several
pieces, each part will produce little magnets each
having a North pole and a South pole. North and
south poles cannot exist independently.
Around a magnet is a magnetic field (B). It is region in space where a magnet is capable of
exerting a force on a magnetic material. The force the magnet exerts is the magnetic force,
𝐅𝐁. It acts on magnetic objects at a distance without touching the object. The magnetic field around a
magnet is represented by the magnetic field lines or flux lines. These lines are imaginary lines
that indicate the direction and magnitude of the magnetic field of a magnet.
A B C D
A magnet exerts either a force of attraction or a force of repulsion. The force of attraction
exists only between an object and the magnet if the object interacting with the magnet is naturally
magnetic and contains ferromagnetic substance. Objects attracted to the magnet can be made
into temporary magnets in the process known as induction.
The force of repulsion exists only between two magnets interacting with one another or
between a magnet and a temporarily magnetized ferromagnetic material.
Outside the magnet, the flux lines are conventionally drawn from the North pole to the South
pole. Within the magnet, they go beyond the South pole towards the North pole where they
form closed loops.
The number of flux lines indicates the strength of the magnetic field. The magnetic field of a
magnet is strongest at the poles where the flux lines are concentrated or crowded together.
Farther away, the magnetic field becomes weak due to less concentration of the flux lines. The closer
the two magnets are, the greater is the magnetic force between them.
If two magnets are brought closer to each other and their north poles are facing each other or their
south poles are facing each other, the magnetic field lines move away from each other, so there is a
repelling force between the two magnets.
If the north pole of one magnet is brought closer to the south pole of the other, then the field lines
go straight from the north pole of the first magnet to the south pole of the second, and an attractive
force between the two magnets is present.
Thus, the LAW of MAGNETIC POLES is stated as like poles repel each other while
unlike poles attract each other.
CLASSIFICATION of MAGNETS
Magnets are classified as either natural or artificial.

1. Natural magnets are magnets found in nature and are called lodestones or
magnetite.
2. Artificial magnets are magnets made by man. They are either permanent or temporary.
a. Permanent magnets are magnets that can keep their magnetism for a long period of time
(months, years).
b. Temporary magnets are magnets that can keep their magnetism for a short period of
time (up to a few days).
TYPES OF MAGNETISM
There are several types of magnetism, the most common of which are ferromagnetism,
paramagnetism, and diamagnetism. Ferrimagnetism is also considered one of the types of
magnetism.
Materials are classified according to the type of magnetism they exhibit.

1. Ferromagnetic materials are strongly attracted by a magnet. Cobalt, nickel, iron, steel, and
their alloys with one another or with other metals are ferromagnetic.
2. Paramagnetic materials are weakly attracted by a magnet. Example are platinum,
aluminum, manganese, and liquid oxygen.
3. Diamagnetic materials are repelled by a magnet. Examples are glass, copper, silver, gold,
antimony, mercury, water, and bismuth.
A group of materials developed recently are the ferrites and ceramics. These are
strongly attracted by a magnet but are good electrical insulators. These materials are
classified as ferrimagnetic.
MAGNETIC INDUCTION
Magnetic Induction is one of the ways of making

magnetic materials like steel and iron into magnets. In other words,
magnetic induction is a process of inducing magnetism in an ordinary
piece of magnetic material by external influence.
This method simply involves bringing an unmagnetized magnetic
material touching or close to the pole of a permanent magnet. When
this happens, the unmagnetized magnetic material becomes a magnet
itself. Thus, magnetism is induced. Induced magnetism is the
magnetism acquired by a magnetic substance when it is kept near or in
contact with a permanent magnet.
Magnetic induction process reveals how magnetic materials can be
attracted to magnets.
For instance, when a collection of paperclips is brought near a permanent magnet, the paperclips
get attached to each other and then to the permanent magnet. The paperclips become induced magnets
with the end nearer the magnet having opposite polarity to that of the magnet. That is, a South
pole (inducing pole) of a permanent magnet induces a north pole (induced pole) in the nearest end of
the collection of the attached paperclips.
This magnetic character is induced on the objects and it gets vanished when the permanent
magnet is removed. Every paperclip becomes a temporary magnet and when the permanent magnet is
removed, they are no longer attached to each other. In this way, the magnetic property of the
collection of paperclips was induced and it was not their permanent character.
ELABORATE
Many people are quite familiar with magnets and have used them. But when asked about the
magnet applications in daily life, they will find it difficult to answer. The following are the
applications of magnet and induced magnetism:
 Magnetic materials have been widely used in various aspects of the traditional industry. For
example, without magnetic materials electrification would be impossible because generators,
transformers for power transmissions, and speakers for electric motor, telephones, radios, and
televisions would be used for power generations.
 In medicine, the use of nuclear magnetic resonance can diagnose abnormal tissues of the human
body.
 Magnetic materials such as neodymium magnets have also been widely used in the military field.
 Iron ores are called lodestones (leading stones) presently known as magnetite. A material
having the ability to attract iron or nickel is referred as magnet.
 Magnetism refers to the ability of a material to attract pieces of iron or steel.
 LAW of MAGNETIC POLES is stated as like poles repel each other while unlike poles
attract each other.
 Magnets are classified as either natural or artificial. Artificial magnets are magnets made by
man. They are either permanent or temporary.
 There are several types of magnetism, the most common of which are ferromagnetism,
paramagnetism, and diamagnetism. Ferrimagnetism is also considered one of the types
of magnetism.
 Magnetic Induction is one of the ways of making magnetic materials like steel and iron into
magnets. This method simply involves bringing an unmagnetized magnetic material touching or
close to the pole of a permanent magnet.
EVALUATE
QUIZ No. 12: INDUCED MAGNETISM
Choose the correct term from the enclosed choices that should go into the blank
spaces.
The process by which the nails become magnets is called (1)
(electric, magnetic) induction. This same process is the reason why magnets (2)
(attract, repel) non – magnetized magnetic substances such as the nails. The nail becomes
(3) (a permanent, an induced) magnet with the end nearer the magnet having (4)
(the same, an opposite) polarity to that of the permanent magnet. Hence,
attraction happens (5) (after, before) magnetic induction occurs.
(6) (Magnetic, Non-magnetic) materials can be used to make temporary

magnets. Stroking is one way of (7) (demagnetization, magnetization
process).
EXTEND
Make a research on the significant discovery of Hans Cristian Oersted.
FACTORS AFFECTING THE STRENGTH OF AN ELECTROMAGNET
Week 7 Day 1
ELICIT
In the previous lesson, you studied about how induced magnetism occur and the classification of
magnets. You also learned that there are different types of magnetism. Before we proceed with
today’s lesson, review the concepts that you have learned previously.
ENGAGE
Have you seen a crane? What do you think is the component of the crane that can pick up metals
containing steel and iron? How can you relate crane in an electromagnet? Can electromagnet be used
to move scrap metal from one place to another?

Do activity 13.1 entitled, “ELECTROMAGNETS WORD HUNT”Procedure: Find all the words
that you have encountered from the previous lesson on the puzzle. Do not put any mark on this paper.
Write the words on your paper instead.
PRE-ACTIVITY13.1: ELECTROMAGNET WORDS HUNT!

S A B C D E F G H M
A T I J R O S A L A
K M A O X I Y L T G
S A A P E Q T A E N
M R E L L I N S T E
P L I Q O E V A A T
K A O P A F W G Y S
L E U R X A T I O T
O M K O L U Q N R A
C O P P E R W I R E
A P E S R E W A W A
Y Q I Q F E A Y J C
R D M T S T P S O H
E O P U O E P A Y I
T R A L D H L B F C
T S L E A T E E R K
A I T A C H Q L I E
B F W E Q C O R E N
EXPLORE
Read the following concepts below.
Factors Affecting the Strength of Electromagnet

1. Number of loops/turns
An electromagnet is made out of a coil of wire wrapped around a
metal core usually iron and connected to a battery. As the electrical
current moves around the loops of coil, it generates magnetic field
like that of a small magnet. It has a north pole on one side of the loop
and a south pole on the other. Because the coil is made out of one
continuous wire, the magnetic field of each loop “stack up”, creating
something like a large bar magnet. One way to increase or decrease
the strength of the
magnetic field is to change the number of loops in the coil. The more loops you add, the stronger
the field will become. The more loops you remove, the weaker the field will become.
2. Metal core or core

The metal inside the coil magnifies the field created by it. Changing metal core for
a different metal will make the electromagnet stronger or weaker. Iron cores make for
very strong fields. Steel cores make weaker fields. Sliding the core partially out of the
coil will weaken the field, because less of the metal within it.
3. Battery or Amount of Current
Changing the amount of current flowing through the electromagnet will also
change the field it produces. The greater the current in the coil, the stronger
magnetic field will grow. Conversely, lowering the battery voltage decreases the
current, weakening the field
EXPLAIN
ELECTROMAGNET
While preparing to perform an experiment during a lecture, Hans

Christian Oersted found that the magnetized needle of a compass
was deflected whenever the electric current through a voltaic pile
(this was how the battery was called then) was started or stopped. This
surprising occurrence was a solid evidence that electricity and magnetism are
related phenomena.
He discovered that a current-carrying wire produces a magnetic field.
To determine the direction of the magnetic field produced by the

current – carrying wire, use the right – hand rule as shown on the
left. The conductor is represented by a small circle with an x
(meaning current is inward) or a big dot ⦁ (meaning current is
outward) inside.
Curl your thumb in the direction of the current. The direction where
your fingers point is the direction of the magnetic field.
The magnetic field of a current – carrying conductor is

located around the conducting wire. The magnetic lines of force
form concentric circles with the conducting wire as the center
and their direction is dependent on the direction of the electric
current.
A coil of current – carrying wire is known as a solenoid.

The right – hand rule can be used to determine the direction of the
magnetic field. Curl your thumb in the direction of the current
while your fingers point in the direction of the coil's "N pole".
The figure on the right shows a copper coil that is conducting
electric current. The coil’s ends correspond to the poles of the
magnet. The end where the lines of induction emerge or come out
is the N – pole of the solenoid. The other end is its S – pole.
The magnetic field is strongest inside the coil.
An electromagnet is a tightly wound coil of wire, usually

with iron core, which acts like a permanent magnet when current
is flowing in the wire.
Thus, a current carrying coil shows magnetic properties. An
electromagnet loses its magnetic property when there is no
current in the wire. In other words, its magnetic property can
be switched on or off.
The magnetic field strength of an electromagnet is affected by the amount of current passing
through it, the number of turns in the coil and the nature of the core. The strength of an
electromagnet may be increased by increasing the amount of current, increasing the number of turns
(hence the length of the coil) and using an iron core.
Strong electromagnets are used in steel yards to lift heavy scrap metals or junked cars.
Electromagnets are essential parts in the construction of electric doorbells, electric meters,
speedometers, circuit breakers, telephone receivers, telegraphs, electric generators and motors.
Week 7 Day 2
ELABORATE
ACTIVITY 13.2: ELECTROMAGNET and ITS USES
Cite at least 5 devices that makes use of an electromagnet. 1.
2.
3.
4.
5.
After learning the principles electromagnet, let us summarize the lesson as follows; Electromagnet
is a tightly wound coil of wire, usually with iron core, which acts like a
permanent magnet when current is flowing in the wire.
The factors that affect the strength of an electromagnet are
● The voltage source (amount of current)
As the voltage source increases, the electromagnet becomes stronger.
● The number of turns
As the number of turns increases, the electromagnet becomes stronger.
● The kind of material the core is made of
Using a permeable core makes the electromagnet stronger.
EVALUATE
QUIZ NO.13: ELECTROMAGNET
1. Enumerate the factors that affect the strength of an electromagnet. (3 points)
2. What are the basic components of an electromagnet? (3 points)
EXTEND
Make an advance study, reading, or research about electromagnetic induction.
ELECTROMAGNETIC INDUCTION
Week 7 Day 3
ELICIT
Last time, you studied about how electromagnet function and its primary purpose. You learned
that there are factors that determine the strength of a certain electromagnet. This time, review the
previous lesson whether you really learned the concepts from the last topic.
ENGAGE
Electromagnetic induction is a concept that has a very wide application in this modern time.
Today, electromagnetic induction is used to power many electrical devices. One of the most widely
known uses is in electrical generators (such as hydroelectric dams) where mechanical power is used
to move a magnetic field along coils of wire to generate voltage.
Read the story below.
Week 7 Day 4
EXPLORE
D. Discussing new concepts and practicing new skills #1.
Do activity 14.1 entitled, “ELECTROMAGNETIC INDUCTION”
Procedure: Read the comic strip and answer the questions that follow:
ACTIVITY 14.1: ELECTROMAGNETIC INDUCTION
Match the characters’ image in column A with their names and role in columns B and C,
respectively. Write your answers on the appropriate column.
A B C
Images Answer Name Role
A. , I. Mr. Magnet 1. The observer
2. Detects whether
or not there is
B. , II. Ms. Wiry
movement of free
charges (electrons)
3. Moved the
C. , III. Mr. electric charges by
Galvanometer changing its
magnetic field
4. Has free
charges (electrons)
that were moved by
D. , IV. Ms. Antsy
a force caused
by a change in
magnetic field
Key questions:
1. What is the use of galvanometer in a circuit?
2. Based from the 5th part of the comic strip, how does electromagnetic induction occur?
2. There is current in a conductor when charges move or flow through it. From the comics, how
was current produced or induced?
3. What are the three factors that determine the amount of induced current?
EXPLAIN
Let’s Study This!
Using the materials from the previous activity, assembling/setting those up in this way will allow
the charges to flow and thus creating electricity as evident by the reaction in the arm of the
galvanometer.
The amount of current produced as determined by the galvanometer will depend on three factors;
1. How strong is the magnet (magnetic field), 2. The number of turns in the coiled wire, and 3. The
rate(how fast) of movement of the magnet relative to the solenoid or coiled wire.
ELABORATE
The uses of electromagnetic induction include electric motors used in anything from washing
machines to trains, electric hobs and cookers, transformers, welding, cell phones, MRI scanners,
maglev trains, TVs, video and audio tapes, data storage devices, speakers, microphones, and
doorbells.

After learning the principles electromagnetic induction, let us summarize the lesson as
follows;
● Electromagnetic Induction is a process in which a conductor is put in a particular
position and magnetic field keeps varying or magnetic field is stationary and a
conductor is moving.
● Through this process, current is created or induced.

● The rate of the induced current is determined by factors such as number of coils in the
solenoid, strength of the magnet or magnetic field and the speed through which the
magnet moves relative to the solenoid.
Week 7 Day 5
EVALUATE
QUIZ NO.14: INDUCED CURRENT
1. Based on the lesson, what materials are needed in order to produce induced current?
2. Who discovered that current can be induced in a coiled wire?
3. What do you call the device that measures small amount of current in a certain
connection or circuit?
EXTEND
1. What do you think will happen to the amount of current produced in a certain electromagnetic
induction set-up if we increase the number of turns in the coiled wire? Explain your answer

PRINCIPLE OF MOTOR AND GENERATOR
Week 8 Day 1
ELICIT
Previously, you learned that electrons are able to move/flow along a wire as long as there is the
presence of magnetic field. To make it short, electricity can be produced even without a source. And
at the same time magnetic field can be created by just using current flowing in a coiled wire.
ENGAGE
Ever since motors and generators were invented, it has made human lives relatively easy. Jobs,
transport and even simple household chores became less tedious. Most importantly, these marvels of
engineering and physics has made our lives comfortable. In your case, can you identify materials or
appliances in your home that function through motor? Do you know how generator functions? Do you
know someone or a place with an installed generator?

Do pre-activity 15.1 entitled, “MOTOR OR GENERATOR?” Procedure:
Study the pictures and answer the questions that follow.
PRE-ACTIVITY 15.1: MOTOR OR GENERATOR?
Key questions:
1. What parts of both motor and generator are the same?
2. What parts of both motor and generator are different?
Week 8 Day
62
EXPLORE
Do activity 15.2 entitled, “VENN THOSE MOTORS AND GENERATORS!”
Procedure: Complete the Venn diagram by following the instructions below:
ACTIVITY 15.2: VENN THOSE MOTORS AND GENERATORS!
1. For each circle, write the uses of both motor and generator.
3. Write examples for each motor and generator.
4. At the center of the diagram, write the similarities between the two machines.
Motor Generator
Key questions:
1. What is the function of a motor?
2. What is the function of a generator?
3. Can you make a list of some materials/appliances in your home that function through a motor?
5. When is the generator being used most of the time?
6. Can you list some places or establishments that have installed generator?
EXPLAIN
Let’s Study This! Motors and Generators
From; https://kids.kiddle.co/, https://www.generatorsource.com/
MOTORS AND GENERATORS

A simple motor has six parts: armature or rotor, commutator, brushes, axle, magnet, DC power
supply of some sort. An electric motor is all about magnets and magnetism. A motor uses magnets to
create motion. If you have ever played with magnets you know about the fundamental law of all
magnets: Opposites attract and likes repel. So, if you have two bar magnets with their ends marked
"north" and "south," then the north end of one magnet will attract the south end of the other. On the
other hand, the north end of one magnet will repel the north end of the other (and similarly, south will
repel south). Inside an electric motor, these attracting and repelling forces create rotational motion. To
explain it simply, a motor is a device that converts electrical energy into mechanical energy.
Examples of electric motors include: fans, washing machines, fridges, pool pumps, vacuum cleaners
and fan ovens.
An electric generator is a device that converts mechanical energy obtained from an external
source into electrical energy as the output.
It is important to understand that a generator does not actually ‘create’ electrical energy.
Instead, it uses the mechanical energy supplied to it to force the movement of electric charges present
in the wire of its windings through an external electric circuit. This flow of electric charges constitutes
the output electric current supplied by the generator. This mechanism can be understood by
considering the generator to be analogous to a water pump, which causes the flow of water but does
not actually ‘create’ the water flowing through it.
The modern-day generator works on the principle of electromagnetic induction discovered by

Michael Faraday in 1831-32. Faraday discovered that the above flow of electric charges could be
induced by moving an electrical conductor, such as a wire that contains electric charges, in a
magnetic field. This movement creates a voltage difference between the two ends of the wire or
electrical conductor, which in turn causes the electric charges to flow, thus generating electric current.
Week 8 Day 3
ELABORATE
The following are only some of the uses of motors and generators: refrigerators, vacuum cleaners,
air conditioners, fans, computer hard drives, automatic car windows, and multitudes of other
appliances and devices. Generators are useful appliances that supply electrical power during a power
outage and prevent discontinuity of daily activities or disruption of business operations. Generators
are available in different electrical and physical configurations for use in different applications.

After learning the principles of motor and generator, let us summarize the lesson as follows;
● Motors and generators almost have the same parts; magnet, coil of wire, brushes,
commutator, armature and axel.
● Motor is a device that converts electrical energy into mechanical energy.
● Generator is a device that converts mechanical energy into electrical energy.
EVALUATE
QUIZ NO.15: PRINCIPLE OF MOTOR AND GENERATOR
Answer the following questions: (5points each)
1. How does a motor function?
2. How does a generator function?
3. What are the common parts of both motor and generator?
EXTEND
 There are two types of motor, the DC and AC motor.

 There are two types of generator, DC and AC generator.
TRANSFORMER
Week 8 Day 4
ELICIT
Electromagnetic induction is the phenomenon of inducing a voltage in a conductor by changing
the magnetic field near the conductor.
ENGAGE
Have you seen a big cylindrical structure at the top of electric post? If you have, what do
you call this device? What do you think is the main function of it? To answer these questions,
do the simple activity below.

Do pre-activity 16.1 entitled: FILL ME!
PRE-ACTIVITY 16.1: FILL ME!
Procedure: Fill up the missing letter to form a word/s.
S__ON_AR_ C_IL 1. Parts of a transformer where voltage is

induced or induced current is generated.
T__NS_O_MER 2. A device used for transforming voltage.
ST_P–_P 3. A transformer that has less current in the SC

than that in PC.
ST_P–_OW_ 4. The type of transformer found on electric
post.
_RI__R_ _O_L 5. Parts of a transformer where current is sent
and directly connected to the electrical supply (source).
EXPLORE
Do Activity 16.2: TRANSFORMERS!
ACTIVITY 16.2 TRANSFORMERS!
I. Objectives
1. Identify the parts of a transformer
2. Differentiate a step – up transformer from a step – down transformer
II. Materials:
Illustrations of the Transformers
III. Procedures:
a) Carefully examine FIGURE A.
Iron Core
Primary voltage Secondary voltage

(Vp) (Vs)
FIGURE A
Guide Question:
1. Based on FIGURE A, what are the three basic parts of a transformer?
b) Figures B and C are the types of transformer. Compare the transformers based on the points of
comparison listed on the table. Write your answers on the appropriate column.
POINT of COMPARISON Figure B Figure C

Example: The number of
No. of loops in the secondary
loops in the secondary coil
coil relative to the primary coil
is greater than the number
of
loops in the primary coil
Voltage at secondary coil
relative to the primary coil
Current at secondary coil
relative to the primary coil
Function
Type of transformer
2. Power plants transmit electrical power at a very high voltage over a large distance. To achieve high
voltage transmission, what type of transformer is used in power plants?
3. We have 220 – V rating outlets at home due to the transformer found in electric post connected from
power plants. What type of transformer is found on electric post?
Week 8 Day 5
EXPLAIN
TRANSFORMER
A device consisting of two coils placed side by side having a common iron core and is used to
raise or lower the voltage of an AC source is called a transformer. There are two types of
transformer, a step-up and a step-down transformer.
A transformer works on the principle that a changing magnetic flux in the primary coil induces
voltage on the secondary coil.
The diagram below shows a typical transformer. The primary coil with 𝑁𝑝 number of coils is
connected to the AC generator. The voltage in the primary coil is known as input voltage. When an
alternating current is passed through the primary coil, the changing magnetic field it creates gives rise
to an induced emf in the secondary coil with 𝑁𝑠 number of coils. The voltage in the secondary coil is
called the output voltage.
Iron Core
Primary voltage Secondary voltage

(Vp) (Vs)
The voltage per turn is the same in both the primary and secondary windings, so the ratio of turns
in the winding determines the ratio of voltages across them:
𝑉𝑝 𝑁𝑝
=
𝑉𝑠 𝑁𝑠
Since the power 𝐼𝑝𝑉𝑝 going into the transformer must equal to the power 𝐼𝑠𝑉𝑠 going out, the ratio
of currents is inversely proportional to the ratio of turns:
𝐼𝑠 𝑁𝑝
=
𝐼𝑝 𝑁𝑠
This relationship between the voltage V, current I and the number of turns N in the primary coils
and secondary coils of a transformer is mathematically expressed in the transformer equation. It
can be summarized as follows:
𝑉𝑝 𝑁 𝑁𝑠
𝑝
𝑉𝑠 =
𝐼𝑠
=
𝐼𝑝
TYPES OF TRANSFORMER
A step-down transformer lowers or reduces voltage thus increasing the current. It has more
turns on the primary coil than on the secondary.
A step-up transformer increases or raises the voltage thus decreasing the current. It has more
turns on the secondary coil than on the primary.
ELABORATE
● A typical transformer has two coils of insulated wire wound around an iron core. This device
changes the AC voltage of the primary coil by inducing an increased or decreased EMF in the
secondary coil. In practical applications, why does this device operate only on alternating current
and not on direct current? An alternating current in the primary coil causes a changing magnetic
field in the iron core. The changing field moves over the loops in the secondary coil inducing
current and an EMF in this coil. Direct current drawn into the transformer will not induce current
because it only produces a constant magnetic field. Momentarily, current will be induced only at
that instance that the transformer using direct current is switched on or off, which of course has
limited applications such as in the mosquito killer racket.
● Appliances made in Japan are usually rated 110 volts, power supply in the Philippines is 220
volts, so for these devices to work efficiently, lower voltage is needed. Therefore, a step-down
transformer is needed.
● A step-up transformer is used by Power plants to transmit electrical power at a very high voltage
over a large distance. Why is this so? Because current is small in high voltage transmission lines
preventing significant waste of electrical energy.
 A device consisting of two coils placed side by side having a common iron core and is used to
raise or lower the voltage of an AC source is called a transformer.
 A transformer works on the principle that a changing magnetic flux in the primary coil
induces voltage on the secondary coil.
 There are two types of transformer, a step-up and a step-down transformer.
 A step-down transformer lowers or reduces voltage thus increasing the current. It has more
turns on the primary coil than on the secondary.
 A step-up transformer increases or raises the voltage thus decreasing the current. It has
more turns on the secondary coil than on the primary.
EVALUATE
QUIZ No. 16: TRANSFORMER!
TRUE or FALSE. Write T if the statement is true, F if it is false.
1. A transformer utilizes the principle electromagnetic induction.

2. Step-up transformer has more turns in the primary coil than in the secondary coil.
3. A 110V TV set needs a step-down transformer when plug in a 220V line AC source.
4. In a transformer, the coil where the current is sent and directly connect to the AC source is the
primary coil.
5. The type of transformer found on electric post is a step-up transformer.
EXTEND
Make a research about the working principle of the basic transformer.

G10-Q2 Science

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G10-Q2 Science

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

SCIENCE LEARNING MATERIAL

Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

PRACTICAL APPLICATIONS AND EFFECTS OF

IMAGE FORMED BY MIRRORS

IMAGES FORMED BY LENSES

MOTORS, GENERATORS AND TRANSFORMERS

Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

SECOND QUARTER - WEEK 1

III. LEARNING RESOURCES

LESSON 1:Electromagnetic Waves

Continental Drift Theory

In our daily lives, we constantly expose ourselves with electromagnetic radiation.

Second Quarter: Force, Motion and, Energy Page 1 of 67

C. Presenting examples/instances of the new lesson.

Do activity 1.2 entitled, “RADIATION EVERYWHERE!”

PRE-ACTIVITY 1.2: RADIATION EVERYWHERE!

1. Are electromagnetic waves (radiation) important? Explain your answer.

ACTIVITY 1.3: ELECTROMAGNETIC WAVE

is the maximum distance from rest/equilibrium

Second Quarter: Force, Motion and, Energy Page 2 of 67

Illustration of an Electromagnetic wave

NOTE: Speed (speed of light) is another property of EM wave. It will be discussed in

Do activity 4 entitled, “FREQUENCY VS. PERIOD!”

1. How much time is there between each flash of light?

5. What is the period of each of the flash this time?

Second Quarter: Force, Motion and, Energy Page 3 of 67

Speed of Electromagnetic Waves

Wavelength and Frequency of Electromagnetic Waves

Speed, Wavelength, and Frequency

Second Quarter: Force, Motion and, Energy Page 4 of 67

G. Making generalizations and abstractions about the lesson

 Electromagnetic waves vary in wavelength and frequency. Longer wavelength

Second Quarter: Force, Motion and, Energy Page 5 of 67

INTRODUCTION TO ELECTROMAGNETIC SPECTRUM

Answer to the Riddle Riddles on Electromagnetic Waves

C. Presenting examples/instances of the new lesson.

Second Quarter: Force, Motion and, Energy Page 6 of 67

Gamma X-ray UV Visible light Infrared Microwave Radio wave

The Electromagnetic Spectrum

Second Quarter: Force, Motion and, Energy Page 7 of 67

G. Making generalizations and abstractions about the lesson.

Second Quarter: Force, Motion and, Energy Page 8 of 67

Second Quarter: Force, Motion and, Energy Page 9 of 67

SECOND QUARTER - WEEK 2

III. LEARNING RESOURCES

LESSON 2: APPLICATIONS & EFFECTS OF ELECTROMAGNETIC WAVES

Do pre-activity 3.1 entitled, “WAVES WORD HUNT”

Second Quarter: Force, Motion and, Energy Page 10 of 67

C. Presenting examples/instances of the new lesson.

Second Quarter: Force, Motion and, Energy Page 11 of 67

I am transmitting I am absorbed by the skin

I am being used to view

for treating cancer but can

Application of Electromagnetic Waves

Second Quarter: Force, Motion and, Energy Page 12 of 67

Microwaves are used to transmit television news coverage from mobile

Ultraviolet radiation in UV lamps are used by banks to check the

Ultraviolet radiation in sunlight produces vitamin D in the skin and gives

Second Quarter: Force, Motion and, Energy Page 13 of 67

G. Making generalizations and abstractions about the lesson.

Second Quarter: Force, Motion and, Energy Page 14 of 67

EFFECTS of ELECTROMAGNETIC WAVES

Should we fear these EM radiations? Or should we appreciate their technological use?