10

Science
Quarter 2 – Module 6
Electromagnetism in Everyday Life

Department of Education ● Republic of the Philippines

Science – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 7: Electromagnetism in Everyday Life
First Edition, 2020

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Published by the Department of Education – Division of Bukidnon

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Development Team of the Module

Author/s : Janmar D. Gomonan

Content Editor : Mark Windel R. Doño
Language Editor : Marria Luisa M. Casiño
Reviewers : Ellen A. Azuelo, PhD, Rejynne Mary L. Ruiz, PhD
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Regional Director
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: Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
: Shambaeh A. Abantas-Usman, PhD
Assistant Schools Division Superintendent
: Mala Epra B. Magnaong, Chief ES, CLMD
Members : Neil A. Improgo, EPS-LRMS
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 10
Science
Quarter 2 – Module 7
Electromagnetism in Everyday Life

This instructional material was collaboratively developed and reviewed by

educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at bukidnon@ deped.gov.ph.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents
Cover Page
Copyright Page
Title Page
Table of Contents
What This Module Is About
What I Need to Know
What I Know

Lesson 1: Basic Principles of Magnetism

What I Need to Know 1
What I Know 1
What’s In 4
What’s New 6
What Is It 7
What’s More 11
What I Have Learned 12
What I Can Do 13
Assessment 14
Additional Activities 16

Lesson 2: Electromagnetism
What I Need to Know 17
What I Know 17
What’s In 20
What’s New 20
What Is It 21
What’s More 25
What I Have Learned 27
What I Can Do 28
Assessment 29
Additional Activities 31

Lesson 3: Motors and Generators

What I Need to Know 32
What I Know 32
What’s In 34
What’s New 34
What Is It 38
What’s More
What I Have Learned 40
What I Can Do 40
Assessment 41
Additional Activities 43

Summary 43
Post-test 43
Answer Keys 46
References 49
What This Module Is About

Introductory Message:

Welcome to the Science 10 Alternative Delivery Mode (ADM) Module on

Electromagnetism in Everyday Life!

To the Teachers:
This module was designed, developed and reviewed by educators from public
schools to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress and allow them to manage
their own learning for optimal development and understanding. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included in this
module.

To the Parents:
This module was designed to provide your children with fun and meaningful
opportunities for guided and independent learning at their own pace and time.
As vital partners in education, your support to your children’s learning at home is a
great factor to ensure that they will become successful in what they do. As parents,
you are expected to monitor your children’s progress as they accomplish the tasks
presented in this module and ensure that they will practice learning independently.

To the Learners:
This learning resource hopes to engage you into guided and independent learning
activities at your own pace and time. This also aims to help you acquire the needed
21st century skills while taking into consideration your needs and circumstances.
It is our objective that you will have fun while going through this material. Take
charge of your learning pace and in no time, you will successfully meet the targets
and objectives set in this module which are intended for your ultimate development
as a learner and as a person.

- From the Science 10 Module Development Team

This module contains the following parts with their corresponding icons:

What I Need to Know This gives you an idea on what skills or

competencies you are expected to learn in
each lesson.
What I Know It includes an activity that aims to check your
prior knowledge on the lesson you are about
to take. If you get all the answers correctly
(100%), you may decide to skip the lesson.
What’s In This serves as a brief drill or review to help
you link the current lesson with that to the
previous one.
What’s New It offers a new lesson by introducing it
interestingly through a story, a song, a poem,
a problem opener, an activity or a situation.
What Is It This provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills on the current topic. You may check the
answers to the exercises using the Answer
Key found at the end of the module.
What I Have Learned This includes questions or blank
sentences/paragraphs to be filled in to
process what you have learned from the
lesson.
What I Can Do It delivers an activity which will help you
transferiii your new knowledge or skill into real
life situations or concerns.
Assessment This aims to evaluate your level of mastery in
achieving the learning competencies.
Additional Activities This enriches your knowledge or skill of the
lesson learned. It also tends to the retention
of the learned concepts.
Answer Key This contains all of the answers to all
activities and exercises presented in this
module.

At the end of this module, you will also find:

References This shows the list of all sources used in

developing this module.
Guidelines and Reminders
Before using this module, please take time to read the following guidelines and
reminders:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer the What I Know section before moving on to the next
activities included in this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and be
able to gain a deeper understanding of the relevant competencies. You can do it!
 What I Need to Know

When this material was designed, your best interest as a learner was given
the highest attention. For this specific module, you are expected to master the
concepts on electricity and magnetism.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
Moreover, the lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

1. Lesson 1 – Basic Principles of Magnetism
2. Lesson 2 – Electromagnetism
3. Lesson 3 – Motors and Generators

After going through this module, you are expected to:

1. describe the different kinds of magnets and their properties;
2. list some uses of permanent magnets;
3. explain what is meant by a magnetic field and how it is detected;
4. show how magnetic fields and electric currents are related;
5. describe the way how an electromagnet is made and the kind of
magnetic field it produces;
6. state the effect that a magnetic field has to an electric current;
7. recognize the conditions under which a magnetic field can be used to
produce an electric current;
8. explain how the interaction of magnetic fields produces movement in a
motor;
9. describe a generator and the way it produces electric energy; and
10. describe a transformer and explain how it works.
 What I Know

Before you start studying this module, take this test first to find out what you
already know about the topic.

Direction: Choose the CAPITAL LETTER of the best answer. Write the
chosen letter on a separate sheet of paper.

1. What do you call the ends of a magnet?

A. Magnetic Poles
B. Magnetic Compasses
C. Magnetic Fields
D. Magnetic

2. If the poles of two magnets attract each other, _______________________.

A. both poles are of the same kind
B. both poles must be N poles
C. both poles must be S poles
D. one pole is an S and the other is an N

3. Magnetizing a piece of iron is a process by which _____________________.

A. each atom in the iron is converted into a magnet
B. existing atomic magnets are brought into line
C. magnetic atoms are added to the iron
D. magnetic lines of force are brought into line

4. A magnetic field can make a compass needle turn because the field
________.
A. attracts N poles
B. is produced by a magnet
C. comes from the center of the Earth
D. exerts forces on the atomic currents in the compass needle

5. A primary solenoid connected to a battery is inside a secondary solenoid. It is

not possible to induce a current into the secondary coil by
________________.
A. turning the primary current off
B. moving a core into the primary coil
C. pulling the primary out of the secondary coil
D. running a steady current through the primary coil
6. A magnet will attract a wire if _____________________________.
 A. the wire exerts an electric force
B. the wire has a small mass
C. the wire has current flowing through it
D. the wire is long

7. How will you describe the magnetic field around a straight current-carrying
wire?
A. The electromagnet is strongest near and around the wire.
B. The magnetic field consists of straight lines parallel to the wire.
C. The magnetic field does not vary with distance from the wire.
D. The magnetic field gets stronger with increasing distance from the
wire.

8. The iron atom acts as a magnet because ____________________________.

A. it has an equal number of protons and electrons
B. the electrons have a spinning motion
C. the electrons have negative charge
D. the neutrons have no charge

9. A steel sewing needle can be made into a magnet by ___________________.

A. banging it on a table
B. soaking it in mercury
C. placing it near a compass
D. stroking it with a magnet in one direction only

10. To increase the strength of an electromagnet, ________________________.

A. increase the current in the coil
B. add an iron center in the coil
C. increase the number of loops in the wire
D. all of the above

11. The lines of force of unlike poles placed near each other _______________.
A. curve away from each other
B. connect the poles
C. cancel each other
D. none of these

12. The scientist who discovered that an electric current can affect the action of
a magnetic needle was ________________.
A. Ampere B. Oersted C.Faraday D. Gilbert

13. What basic principle enables all electric motors to operate?

 A. A current-carrying conductor placed within a magnetic field will
experience a magnetic force.
B. A moving conductor within a magnetic field will experience an
electromotive force.
C. Iron is the only element that is magnetic.
D. Opposite electric charges attract and like charges repel.

14. In an electric motor, the energy transformation begins as _____________.

A. electrical and becomes chemical
B. mechanical and becomes electrical
C. electrical and becomes mechanical
D. mechanical and becomes chemical

15. What transformation takes place in an improvised generator?

A. Mechanical energy into electrical energy
B. Electrical energy into mechanical energy
C. Alternating current into direct current
D. Direct current into alternating current

Well, how was it? Do you think you scored well? Check your answers later after
you have gone through all the lessons.

If you think you have gotten all the answers right, very good! This shows that
you already know much about the topics prepared in this module. You may still
study the module though to review what you already know. Who knows, you might
still learn a few more new things as you go through the topics ahead.

If you think you got a low score, don’t feel bad because this module would be of
big help to you. It will help you understand some important concepts that you can
apply in your daily life. If you study this module carefully and diligently, you will learn
the answers to all the items in the test and you will discover a whole lot more! Are
you ready? Have fun!

Turn the page and get ready to explore the first lesson !
This page is intentionally left blank
Lesson
Basic Principles of
1 Magnetism

What I Need to Know

Have you ever seen or used magnets before? Have you witnessed other people using
magnetized scissors to locate a needle that fell on the floor? Or have you tried using magnets
to hold pieces of paper, pictures, decorations, toys or other steel surfaces such as a
refrigerator door? Well, probably you definitely have!
After studying this lesson, you should be able to:
1. describe the different kinds of magnets and their properties; and

2. list some uses of permanent magnets.

What I Know

Directions: Choose the CAPITAL LETTER of the best answer. Write the chosen letter on
a separate sheet of paper.

1. Parts of a magnet where the magnetic effects are found to be the strongest.
A. Magnetic fields
B. Magnetite
C. Poles
D. Solenoids

2. The force between two magnets is called ________.

A. domain alignment
B. electromagnetic induction
C. electromagnetism
D. magnetic force
3. A tiny region on a magnet where all atoms are grouped together and where the
poles are aligned.
A. Commutator
B. Domain
C. North
D. South

4. ________ is a magnet made with iron, nickel or cobalt.

A. Electromagnet
B. Ferromagnet
C. Solenoid
D. Transformer

5. Scientists think that the Earth’s magnetic field is made by __________.

A. the Earth’s attraction to the sun
B. enabled Wi-Fi
C. layers of the earth
D. movement of electric charges

6. This is a material that attracts iron or other materials containing iron.

A. Compass
B. Filament
C. Generator
D. Magnet

7. A region around a magnet in which a magnetic force can act.

A. Domain
B. Magnetic field
C. Magnetic force
D. Perimeter

8. A magnet’s magnetic field exists ______________.

A. around the entire magnet
B. on both poles
C. only on the north pole
D. only on the south pole

9. When a bar magnet is broken in half, it will result to ___________________.

A. the bar losing its magnetic properties
B. two north poles
 C. two north poles and two south poles
D. two south poles

10. What is magnetism?

A. a contact force
B. a force created by magnets
C. an invisible force that attracts electrically charged particles
D. energy created by magnets

11. Opposite poles ________________.

A. are balanced
B. attract
C. push away
D. transfer electrons

12. Why does a compass always point north?

A. The needle is a magnet and it aligns itself with the Earth’s magnetic fields.
B. The Earth’s south pole does not have a magnetic pull.
C. The Earth is a magnet and it attracts all metallic object towards the north.
D. All magnets have north and south poles.

13. When two magnets attract, they ________.

A. change color
B. get colder
C. pull together
D. push apart

14. What would you call a nail that can pick up a paperclip because it touches
a magnet?
A. Detector
B. Force
C. Poles
D. Temporary Magnet

15. Magnets have a north and a south _________.

A. color
B. pole
C. region
D. shape
 What’s In

Do you know what is a compass? Have you tried using it to find directions? If you
have, then you’ve done something that was first discovered by the Chinese people in the
twelfth century. Historians believe that the Chinese were the first to build compasses to help
them navigate. They made use of an important property found in certain materials that had
been discovered centuries before – magnetism.
To know more about how magnetism was discovered, read the selection below. For this
activity, read the history of magnetism and answer the questions that follow.

ACTIVITY 1.1

MAGNETS: KNOWN SINCE ANTIQUITY

Magnetism, the natural force that causes magnets to function as they do, became
known to people many centuries ago. They knew that the black metallic ore called lodestone
has a property of drawing iron particles into it.

Fig.1.1 Pins, needles and

nails are attracted to the
lodestone

The Greek philosopher named Thales, who lived during the sixth century B.C., is said
to have been the first to observe this property. After his time, the lodestone was often
mentioned in ancient writings. It was given the name “magnet” after Magnesia, a district in the
Asia Minor where large magnetic deposits were found. Years later, they found out that the
thing they called magnet does not only attract iron rings but also attracted other types of
rings suspended from one another forming a long chain.

The Roman Lucretius, who lived in the first century B.C., who is known to have written
about magnetism in the early times tried to explain magnetism in terms of his Atomic Theory.
There are also many legendary accounts of the properties of the magnet. The Arabian Nights
is one example. It contains the story of a ship that approached an island made out of a
magnetic rock. The ship fell completely to pieces because all the iron nails were pulled out of
it through the attraction of the rock.

Another tale was based on the story of a shepherd named Magnes. One day when
he was tending his flock of sheep on the slopes of Mount Ida in Asia Minor, he noticed that
the iron tip of his staff was being pulled toward the ground. He dug up the ground and found
out that the large deposit of lodestone was attracting his staff. Thereafter the lodestone was
called magnet in honor of the shepherd who had discovered it, and later was called
magnetite. Scholars have pointed out that this story originated long after the word “magnet”
was first commonly used.

Test your understanding by completing the blanks.

1. The black metallic ore that has the property of attracting pieces of iron is
called .
2. The natural force of attracting pieces of iron is called .
3. The word magnet was believed to have been derived from the name of a shepherd
named .
4. Lodestone was later called for its magnetic property.
5. was a Greek philosopher who first discovered the magnetic property of
lodestone.
 What’s New
Activity 1.2
ARE YOU ATTRACTED?

Instruction: Perform the experiment below to know more about how magnets work. Answer the
questions that follow.

Materials

- a bar magnet
- a pencil
- a piece of paper

- paper clips
- a plastic bag
- a needle
- a piece of glass
- nails
- pieces of wire

Procedure
1. Prepare the objects that you will need. Draw a table similar to the one found below.
2. Using the bar magnet, let all the other objects come in contact with one end of
the magnet. Determine which objects are attracted to it and which are not.
Record your observations in the table.
3. Repeat step 2 using the other end of the magnet and write what you have
observed.

The object is attracted

OBJECT by one end of the by the other end of
magnet the magnet

plastic bag
piece of paper
piece of glass
nails
pieces of wire
pencil
18
 paper clips
needle

Answer the following questions briefly.

1. Which materials were attracted by the magnet? What are they made of?

2. Was using one end of the magnet different from using the other end?

3. Give one practical use of a magnet at home.

What is It

Magnets and Magnetic Fields

Over the course of centuries, much of the mystery that once surrounded magnetism
has been dispelled. Today, the lodestone or the natural magnet is no longer familiar in the
study of magnetism because practically all magnets nowadays are artificial. This lesson
discusses the different types of magnets, their properties and also about magnetic fields.
A. Magnetic Substances
A substance that possesses magnetic properties is a
magnet. It attracts iron and faces the same direction when
moving freely. All materials have the property of being
attracted or repelled. Substances like iron and steel are
strongly attracted to magnets. These substances are called

19
 ferromagnetic. Nickel and cobalt are also ferromagnetic.
These materials are also often called magnetic materials.

Figure 1.2 Magnets

Some substances, such as wood, aluminum, platinum
and oxygen, are just slightly attracted by strong magnets.
These substances are called paramagnetic. Meanwhile,
substances that are slightly repelled by magnets are called
diamagnetic. Table salt, mercury, zinc and gold are
diamagnetic substances.

Figure 2.3 Magnetite toy

Substances that are already magnetized are called magnetite. These are called
natural or permanent magnets. Lodestones are permanent magnets. An ALNICO magnet
is a permanent magnet containing aluminum, nickel and cobalt. Permanent magnets are
used in radio speakers, audio-video devices and other electrical appliances.

On the other hand, materials that can be made into magnets are called artificial
magnets. Artificial magnets are made by induced magnetism. This is done by stroking
ferromagnetic materials in the same direction several times with a magnet. This process is
called magnetization. Temporary magnets are those of soft iron that are easy to magnetize
and they lose their magnetic property very easily. Electromagnet is an example of a
temporary magnet. It is a magnet that can be switched on and off. It is also used to lift
heavy objects in industrial sites and i n forwarding businesses.

B. Magnets and Magnetic Forces

Figure 3.4 Magnets and Magnetic Poles

Study Figure 1.4 above. What have you observed? As you can see, every magnet
has two poles. You cannot produce a magnet with only one pole. The areas of greatest
magnetic force are called magnetic poles. The end of the magnet that points north is called

20
the north magnetic pole (N pole) and the end that points south is the south magnetic pole
(S pole).

Rules of Magnets
You were right with your observations regarding magnets, about some materials that
magnets can attract and some that repel. The diagrams below illustrate the rules of
magnets.

Fig.1.5 Like poles repel Fig.1.6 Opposite poles attract

Uses of Magnets
There are five elements that can be made into magnets: iron, cobalt, nickel,
aluminum, gadolinium and dysprosium. None of these elements can be magnetized
permanently. To make a permanent magnet, you need an alloy. An alloy is a mixture of two
or more metals. The classic material for making a permanent magnet is steel, an alloy of
carbon and iron. The best material for a permanent magnet is magnequench, which was
invented in 1985. This material is mostly iron, with a little neodymium and boron added.
Ships use compasses to find the correct course through vast areas of oceans where
no land is in sight. A ship’s compass is a permanent magnet attached to a card marked in
degrees that float in alcohol.
Since magnets are flexible, they can be made into many sizes and shapes. There are
several magnets hidden inside your house. Electric clocks, motors, stereos, loudspeakers
and television sets all contain magnets. One magnet that is easy to detect is the magnet
found on the door of your refrigerator.

C. Magnetic Domains, Magnetic Fields and Magnetic Lines of Force

21
 Although most materials cannot be magnetized, iron and a few others such as steel,
nickel and cobalt can be made so. These materials have regions called magnetic domains.
Magnetic domains, which are clusters of many atoms, can be thought of as tiny magnets.

Look at this!
Substances that can be magnetized can be thought of as consisting of many
tiny magnets. How does the arrangement of the “tiny magnets” differ between the
unmagnetized and magnetized substances?

BEFORE: When the material is unmagnetized, the

domains are not lined up in a definite way. I n
o t h e r w o r d s , they are randomly arranged.

Fig.1.7 Unmagnetized material

AFTER: When the material is magnetized, the

domains line up in a definite pattern. All the north
poles point in one direction, and the south poles in
the other.

Fig.1.8 Magnetized material

So, if you cut a magnet in half, the cut ends become

poles. You then have two similar magnets, each with an N
pole and an S pole. Breaking a magnet does not greatly affect
the alignment of domains in the pieces, so each piece is still a
magnet.

Fig.1.9 Cut Magnet

The closer you bring two magnets together, the stronger the force between them
becomes. Move them apart and the force gets weaker. If you move them farther from each
other, you will eventually feel no force. The force changes strength as you move within the
magnet’s magnetic field. A magnetic field is the space around a magnet in which its force
affects objects. A good picture of a magnetic field can be made by sprinkling iron filings around
a magnet. (See Figure 1.10 below.)

22
 Fig.1.10 Sprinkling iron filings around a magnet

What’s More

ACTIVITY 1.3
MAKING AN ARTIFICIAL MAGNET BY INDUCED MAGNETISM
Problem
How to make an artificial magnet
Materials
screw driver
magnet (circular magnet from a defective radio speaker)
pins
clips
nails
Procedure
1. Gather all the materials needed.
2. Stroke the end of a screwdriver with the magnet. Do it in one direction only.
3. Place the screwdriver near the pieces of paper clips, pins or nails. Observe what
happens.

Write your observations here.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
23
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

24
 What I Have Learned

The diagram below illustrates a bar magnet that is suspended by a string.

Another bar magnet is brought near it. Study the arrows in the diagram and answer the
questions below.

The N pole of a The S pole of a The S pole of a The N pole of a

magnet is brought magnet is brought magnet is brought magnet is brought
near the S pole of near the S pole of near the N pole of near the N pole of
the suspended the suspended the suspended the suspended
magnet magnet magnet magnet

1. What happens to the suspended magnet when the S pole of the other
magnet is brought near its N pole?

2. What happens to the suspended magnet when the N pole of the other
magnet is brought near its N pole?

3. What happens to the suspended magnet when the N pole of the other
magnet is brought near its S pole?

4. What happens to the suspended magnet when the S pole of the other
magnet is brought near its S pole?

25
 What I Can Do

ACTIVITY 1.4
DRAWING MAGNETIC LINES OF FORCE

Materials
bar magnets (2)
iron filings
plain sheet of paper

Procedure
1. Place two bar magnets flat on the table with the N poles about 2 centimeters
apart.
2. Cover the magnets with a thin sheet of plain paper.
3. Sprinkle the iron filings on the paper gently until the filings line up.
4. Make a sketch showing how the magnetic lines of force are arranged.
5. O b s e r v e where the magnetic field is strongest.

If the materials are not available at home, refer to the following figures:
Figure A: Figure B:

1. Trace the path of the iron filings in each figure.

2. Write your observations.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

26
Discussion

The magnetic field changes the filings into little magnets that attract one another.
This makes the filings form long and thin chains. The chains line up following the
shape of the magnetic field.

Analysis
Figure 1.11 shows the magnetic field around a bar
magnet. The arrowheads show the direction of the magnetic
lines of force, which come out of the N pole and enter the
S pole. The concentration o f t h e lines of force at the
poles shows that the field is strongest there. Fig. 1.11 Bar Magnet

Figure 1.12 shows the magnetic field around a U-

shaped magnet. The shape crowds the lines of force together
in between the two poles. This means that the magnetic force
between the poles becomes very strong. This is also the
reason why a horseshoe magnet can lift greater weights than
Fig. 1.12 U-shaped magnet
a bar magnet.

When studying magnets during the 1820s,

Michael Faraday described magnetic fields
through magnetic lines of force (see Fig.
1.13).

(a) (b) (a) between two unlike poles

Fig. 1.13 Magnetic Lines of Force (b) between like poles

Magnetic lines of force never
overlap even when the poles of the

27
two magnets are brought close to one
another.

28
 Assessment

Directions: Choose the CAPITAL LETTER of the best answer. Write the chosen
letter on a separate sheet of paper.

1. The force between two magnets is called ________.

A. domain alignment
B. electromagnetic induction
C. electromagnetism
D. magnetic force

2. Parts of a magnet where the magnetic effects are found to be the strongest.
A. Magnetic fields
B. Magnetite
C. Poles
D. Solenoids

3. ________ is a magnet made with iron, nickel or cobalt.

A. Electromagnet
B. Ferromagnet
C. Solenoid
D. Transformer

4. A tiny region on a magnet where all atoms are grouped together and where the
poles are aligned.
A. Commutator
B. Domain
C. North
D. South

5. A region around a magnet in which a magnetic force can act.

A. Domain
B. Magnetic field
C. Magnetic force
D. Perimeter

6. This is a material that attracts iron or other materials containing iron.

A. Compass
B. Filament
C. Generator
D. Magnet
14
7. Scientists think that the Earth’s magnetic field is made by __________.
A. the Earth’s attraction to the sun
B. enabled Wi-Fi
C. layers of the earth
D. movement of electric charges

8. When a bar magnet is broken in half, it will result to ___________________.

A. the bar losing its magnetic properties
B. two north poles
C. two north poles and two south poles
D. two south poles

9. A magnet’s magnetic field exists ______________.

A. around the entire magnet
B. on both poles
C. only on the north pole
D. only on the south pole

10. Opposite poles ________________.

A. are balanced
B. attract
C. push away
D. transfer electrons

11. What is magnetism?

A. a contact force
B. a force created by magnets
C. an invisible force that attracts electrically charged particles
D. energy created by magnets

12. When two magnets attract, they ________.

A. change color
B. get colder
C. pull together
D. push apart

13. Magnets have a north and a south _________.

A. color
B. pole
C. region
D. shape

15
14. What would you call a nail that can pick up a paperclip because it touches
a magnet?
A. Detector
B. Force
C. Poles
D. Temporary Magnet

15. Why does a compass always point north?

A. The needle is a magnet and it aligns itself with the Earth’s magnetic
fields.
B. The Earth’s south pole does not have a magnetic pull.
C. The Earth is a magnet and it attracts all metallic object towards the
north.
D. All magnets have north and south poles.

Additional Activities

ACTIVITY 1.5
REFLECTION TIME!

 Make a reflection by watching the clip The Science Behind Magnets: How
Do They Work?

 Use this link to access the clip.

https://www.youtube.com/watch?v=MZtTVsIOA9c

Reflection:
__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

16
 Lesson

2 Electromagnetism

What I Need to Know

In the preceding lesson, you have learned about the many uses of magnets
including the so-called electromagnets. This lesson will now focus on these
electromagnets and on electromagnetism.
After studying this lesson, you should be able to:
1. explain what is meant by a magnetic field and how it is detected;
2. show how magnetic fields and electric currents are related;
3. describe the way how an electromagnet is made and the kind of magnetic
field it produces;
4. state the effect that a magnetic field has to an electric current; and
5. recognize the conditions under which a magnetic field can be used to
produce an electric current.

What I Know

Directions: Choose the letter of the best answer. Write the CAPITAL LETTER only
on a separate sheet of paper.
1. How are electromagnets different from magnets?
A. Magnets can be turned on/off.
B. You can turn an electromagnet on/off.
C. Magnets are more powerful.
D. Magnets have a North and a South pole.

2. How can an electromagnet be made stronger?

A. Add more coils of wire to the nail.
B. Use a smaller battery.
C. Reverse the poles of the magnet.
D. Remove all the coils and the nail.

3. While an electric current flows through a wire, what surrounds the wire?
A. a magnetic field
B. a glowing light
17
 C. neutrons
D. protons

4. In order for an electromagnet to be formed, a/an _______ current passes through

a coil of ______ wrapped around a/an _______ core.
A. wire, iron, electric
B. electric, wire, iron
C. iron, electric, wire
D. wire, electric, iron

5. What is the metal center of an electromagnet called?

A. The Current
B. The Wire
C. The Coil
D. The Ferromagnetic Core

6. What would increase the strength of an electromagnet?

A. Increasing the amount of current flowing through the wire.
B. Inserting a wooden core inside the coil.
C. Changing the direction of the current.
D. Decreasing the number of coils of wire.

7. If a magnet is pushed into a coil, voltage is induced across the coil. If the same
magnet is pushed into a coil with twice the number of loops,
_________________.
A. one-half as much voltage is induced
B. the same voltage is induced
C. twice as much voltage is induced
D. four times as much voltage is induced

8. Voltage can be induced in a wire by _________________.

A. moving the wire near a magnet
B. moving a magnet near the wire
C. changing the current in a nearby wire
D. all of these

9. When there is a change in the magnetic field in a closed loop of wire,

__________.
A. a voltage is induced in the wire
B. current is made to flow in the loop of wire
C. electromagnetic induction occurs
D. all of these

18
10. What condition is necessary for an electric charge to have a magnetic field
around it?
A. It must be a copper wire.
B. It must be isolated from the opposite charge.
C. It must be moving.
D. It must be motionless.

11. What benefit is gained by the addition of the iron core in an electromagnet?
A. It makes a strong magnet weaker.
B. It makes a weak magnet stronger.
C. There is no benefit at all.
D. It allows currents to interact with each other.

12. What is one way to increase the current in a wire?

A. Decrease the number of coils.
B. Increase the number of coils.
C. Move the magnet slower.
D. Take the wire off of the magnet.

13. A magnet is moved in and out of a coil of wire connected to a high-resistance

voltmeter. If the number of coils doubles, the induced voltage _______.
A. quadruples
B. doubles
C. is the same
D. halves

14. What would happen if I move a bar magnet in and out of a coil of copper wire?
A. The electric current would disappear.
B. The magnet would explode.
C. The electric current will flow through the wire.
D. It would produce a gravitational field.

15. In electromagnetic induction, what is being created?

A. Magnetism
B. Electrical Energy
C. Mechanical Energy
D. Chemical Energy

19
 What’s In

What did you do today? Did you listen to a recorder? Did you use or hear a
motor at work in a mixer, blender, refrigerator, washing machine, hair dryer,
fan, or a vacuum cleaner? Or were you able to hear the sound of a buzzer, a
doorbell or perhaps a cellular phone?

If you saw or heard any of these devices or machines, you have just
witnessed the combined effects of electricity and magnetism at work. Scientists
have learned how to use the relationship between electricity and magnetism to
produce electric currents and to make machines that would make these devices
function. These scientists and inventors have made amazing and tremendous
changes in the way you live day by day.

What’s New

ACTIVITY 2.1
MAKE YOUR OWN ELECTROMAGNET

Materials

Large nail
Copper wire
Dry cell
Paper clips

Procedure
1. Gather all the materials needed.
2. Wrap the copper wire around the large nail.
3. Connect the free ends of the wire to a dry cell.
4. Place the iron nail coil near pieces of nail,
paper clips and pins.
5. Observe what happens and jot down your
observations.
20
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________.

6. Now, disconnect the wire from the dry cell. What happened next?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________.

What Is It

A. Electricity Makes Magnetism

In the
morning of
February 16,
1820, an
important
discovery was
made by
accident.
Professor Hans
Christian
Oersted in
Hans Christian Oersted
Denmark was
giving a lecture on
electricity to his students. He closed a switch to
demonstrate the flow of current. There happened
to be a compass nearby. Every time the professor
closed the switch, the compass needle turned.
Oersted had then discovered that an electric
current is surrounded by a magnetic field.

21
 His discovery made him conclude that
a current- carrying wire produces a magnetic
field. This discovery led to the principle of
electromagnet.

Now then, what is an electromagnet? An electromagnet

is a magnet that can be switched on and off. It is a solenoid with
a core. The strength of an electromagnet can be made stronger
by increasing the number of turns on the core.

Uses of Electromagnets
1. Electromagnets are used for hauling large
pieces of iron and steel in a steel mill and
for other lifting purposes. These magnets
can lift several tons of scrap iron or steel.
Powerful electromagnets can even lift
automobiles. They are most often used to
move heavy pieces of metal around
junkyards as well.

2. These are also used when removing steel splinters and shrapnel from the
delicate parts of the body like the eyes and other internal organs.

3. To make the following devices work:

a. Galvanometer— An instrument used for detecting or
measuring small electric currents by measuring the
mechanical movements that result from the
electromagnetic forces produced by the current. A
common galvanometer design consists of a moving coil
of wire and a stationary magnet. The coil turns against a
spring so that the greater the current in the coil, the
greater its deflection. A galvanometer for measuring
electric current in a circuit, usually in amperes, is called
an ammeter. If it measures electric current in volts, it is
called a voltmeter.

0 AMMETER VOLTMETER
2 1 1 2
3 3
4
5

22
 5

permanent scale
magnet
pointer

uniform radial
magnetic field

b. Electric Bell— Another popular device operated by an electromagnet.

hammer gong

armature

contact screw
electromagne

spring binding post no. 2

push button Dry cell

THE ELECTRIC BELL

To ring the bell, one presses the button. This completes the circuit,
allowing electric current to flow through. The electric magnet is magnetized and
attracts the soft iron armature. The hammer attached to the armature strikes the
gong. As long as the button is pressed, there is a constant “flow and break” in the
current. This action results in the vibration of the armature and the hammer,
producing a continuous ringing sound.

C. Electric Buzzer— It is similar in construction to the electric bell. However, it

has no hammer or gong. The buzzing sound is produced by the
vibration of the armature as it is attracted and sent back to the
contact screw.
23
24
B. Magnetic Field and Electric Current
Shortly after Oersted’s discovery that electricity produces magnetic field, scientists
experimented with the opposite possibility. In 1831, Michael Faraday, an English scientist,
discovered that a moving wire through a magnetic field could produce an electric current. At
about the same time, an American scientist named
Joseph Henry made a similar discovery. A current
produced by a magnetic field is an induced current.

Michael Faraday concluded that when a wire is

moved through a magnetic field, a current is generated in
the wire. This process of generating current by the
relative motion between a wire and magnetic field is
Michael Faraday
called electromagnetic induction.

25
 What’s More

ACTIVITY 2.2
DIAGRAM ANALYSIS
The set up shows a wire that is bent and the ends were attached to a galvanometer.

Diagram A
The magnet is moved in and out of a stationary coil of wire.

26
 Diagram B Diagram C
Keeping the magnet at rest while moving Keeping both the magnet and the coil
the coil of wire toward and away from the of wire at rest.
magnet.

1. In diagram A, the magnet is moved in and out of the coil of wire (see the arrow).
What happens to the galvanometer needle?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. In diagram B, the coil is moved in and out (see the arrow) on a stationary magnet.
What happens to the galvanometer needle?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. In Diagram C, the coil of wire and the magnet are both at rest. What happens to the
galvanometer needle in this situation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. If a galvanometer is an instrument used to measure very small electric currents,

what is produced by the coil of wire being inserted between the poles of the
magnet?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Discussion
This experiment showed that electricity is produced in a wire as it moves through a
magnetic field. It also shows that the direction in which the coil moves affects the direction
of the current. The conducting material like the coil cuts the magnetic lines of force
that produce the electric current.

27
 Now, if we moved the magnet in and out of the magnetic field, is there a
current being produced? Yes, the effect is the same, but if the magnet does not move, no
current is produced, because no magnetic lines of force exist.

What I Have Learned

Direction: Match the phrase from COLUMN A with the term being described in COLUMN B.

COLUMN A COLUMN B
1. A small region in a piece of iron where atomic A. Electromagnetism
magnetic lines up in the same direction
B. Electromagnet
2. Ends of bar magnet C. Magnetic pole
D. Electromagnetic Induction
3. The production of current in a wire that is
E. Magnetic Domain
moving across a magnetic field
F. Temporary Magnet
4. Measures small amounts of electric current G. Galvanometer
H. Oersted
5. A property of some materials in which there is a
force of repulsion or attraction between like or I. Faraday
unlike poles J. Magnetism
K. Electrode
6. A temporary magnet made of a wire coil
through which an electric current passes
9. discovered that a moving wire through a
7. The branch of physical science that involves
combined effects of electricity and magnetism

8. Induced magnetism

9. Discovered that a moving wire through a

magnetic field could cause an electric current

10. Discovered that electricity produces a

magnetic field
28
 Check your answers later. If you got all the correct answers, that’s good. If you didn’t,
don’t worry. Just review the parts of the lesson you made mistakes in before moving on to
the next part.

What I Can Do

ACTIVITY 2.3
DESIGN, CONSTRUCT AND TEST AN ELECTROMAGNET
From the electromagnet that you have used in Activity 2.1, this time, design, construct
and test an electromagnet that picks up at least ten (10) small nails.

Initial Design Analysis

1. What worked well in the design?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What variables can you manipulate to improve the strength of the electromagnet?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Choose one variable to change. Build a new electromagnet incorporating this variable
and retest. (Example: length of the wire, diameter of the wire, number of turns,
increase power supply)

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Improved Design Analysis
1. Compare the initial and improved data.
_______________________________________________________________________
_______________________________________________________________________

2. What effects have you observed in the design after changing one variable? Explain.

29
_______________________________________________________________________
_______________________________________________________________________

30
 Assessment

Directions: Choose the letter of the best answer. Write the CAPITAL
LETTER only on a separate sheet of paper.
1. How can an electromagnet be made stronger?
A. Add more coils of wire to the nail.
B. Use a smaller battery.
C. Reverse the poles of the magnet.
D. Remove all the coils and the nail.

2. How are electromagnets different from magnets?

A. Magnets can be turned on/off.
B. You can turn an electromagnet on/off.
C. Magnets are more powerful.
D. Magnets have a North and a South pole.

3. In order for an electromagnet to be formed, a/an _______ current passes through

a coil of ______ wrapped around a/an _______ core.
A. wire, iron, electric
B. electric, wire, iron
C. iron, electric, wire
D. wire, electric, iron

4. While an electric current flows through a wire, what surrounds the wire?
A. a magnetic field
B. a glowing light
C. neutrons
D. protons

5. What would increase the strength of an electromagnet?

A. Increasing the amount of current flowing through the wire.
B. Inserting a wooden core inside the coil .
C. Changing the direction of the current.
D. Decreasing the number of coils of wire.

6. What is the metal center of an electromagnet called?

A. The Current
B. The Wire
C. The Coil
D. The Ferromagnetic Core

7. Voltage can be induced in a wire by _________________.

29
 A. moving the wire near a magnet
B. moving a magnet near the wire
C. changing the current in a nearby wire
D. all of these

8. If a magnet is pushed into a coil, voltage is induced across the coil. If the same
magnet is pushed into a coil with twice the number of loops, _________________.
A. one-half as much voltage is induced
B. the same voltage is induced
C. twice as much voltage is induced
D. four times as much voltage is induced

9. What condition is necessary for an electric charge to have a magnetic field

around it?
A. It must be a copper wire.
B. It must be isolated from the opposite charge.
C. It must be moving.
D. It must be motionless.

10. When there is a change in the magnetic field in a closed loop of wire,
__________.
A. a voltage is induced in the wire
B. current is made to flow in the loop of wire
C. electromagnetic induction occurs
D. all of these

11. What benefit is gained by the addition of the iron core in an electromagnet?
A. It makes a strong magnet weaker.
B. It makes a weak magnet stronger.
C. There is no benefit at all.
D. It allows currents interact with each other.

12. What is one way to increase the current in a wire?

A. Decrease the number of coils.
B. Increase the number of coils.
C. Move the magnet slower.
D. Take the wire off of the magnet.

13. A magnet is moved in and out of a coil of wire connected to a high-resistance

voltmeter. If the number of coils doubles, the induced voltage _______.
A. quadruples
B. doubles
C. is the same
D. halves

31
30
14. What would happen if I move a bar magnet in and out of a coil of copper wire?
A. The electric current would disappear.
B. The magnet would explode.
C. The electric current will flow through the wire.
D. It would produce a gravitational field.

15. In electromagnetic induction, what is being created?

A. Magnetism
B. Electrical Energy
C. Mechanical Energy
D. Chemical Energy

Additional Activities

ACTIVITY 2.4
CYBER THOUGHTS

Research on the possible uses of electromagnets in the

manufacturing field and their effects on machine productivity.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________
 Lesson

3 Motors & Generators

What I Need to Know

In the previous lesson, you have learned how Oersted established the
relationship between magnetism and electricity. Specifically, he was able to discover
that a conductor carrying an electric current develops a magnetic field around it.
When electrons move through a conductor, an electric current is produced;
therefore, an electric current is the cause of the formation of a magnetic field and
magnetic forces are related to charges in motion. Thus, they conducted several
experiments to determine if it is possible to produce an electric current from a
magnetic field in a process called electromagnetic induction.
For this new lesson, the focus is specified on the concept of Faraday’s Law of
Electromagnetic Induction and its important application on devices such as electric
generators and motors.

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. In an electric motor, the energy transformation begins as _________________.
A. electrical and becomes chemical
B. mechanical and becomes electrical
C. electrical and becomes mechanical
D. mechanical and becomes chemical

2. What two forces are required for generators and electric motors to work?
A. magnetism and thermal
B. electricity and thermal
C. electricity and magnetism
D. magnetism and radiant

32
3. In large generators in power plants, ______ rotates inside a coil of wire to produce
an electric current.
A. wind
B. water
C. magnet
D. circuit

4. An electric motor contains a/an ______ that rotates between the poles of a
magnet.
A. electromagnet
B. wire
C. battery
D. circuit

5. Which part of an electric motor changes the current direction every half-turn?
A. Split Ring B. Slip Rings C. Brushes D. Battery

6. Which parts of the DC motor connect the power supply to the split-ring coil?
A. Carbon Brushes
B. Magnets
C. Commutator
D. Slip Rings

7. AC generators have _______________.

A. 2 slip rings B. 1 slip ring C. 3 slip rings D. 4 slip rings

8. What is the name of the effect caused by the wire when it is moved across a
magnetic field?
A. Induced Magnetism
B. Electromagnetic Induction
C. Electromagnetism
D. Turning Effect of Coil

9. A generator produces an electric current when a coil of wire wrapped around an

iron core is rotated near a _______.
A. magnet B. circuit C. motor D. machine

10. A device which converts electricity into mechanical energy is a/an ________.
A. generator
B. electromagnet
C. solenoid
D. electric motor

33
 What’s In
Check which of the following common appliances at home make use of an
electric motor.
Appliance Uses an Electric Motor
1. Refrigerator
2. Air Conditioner
3. Fan
4. CD Player
5. Washing Machine
6. Mixer
7. Food Blender
8. Electric Drill
9. Hair Dryer (blower)
10. Electric Sewing Machine
11. Light Bulb
12. Electric Stove
13. Flat Iron
14. Cellphone Charger
15. Electric Heater

What’s New
ACTIVITY 3.1
THE STRIPPED DOWN MOTOR

Introduction
A coil of wire becomes an electromagnet when current passes through it. The
electromagnet interacts with a permanent magnet, causing the coil to spin. Voila!
You have just created an electric motor.
Materials
Make sure that you have all the parts needed to build the motor by checking off
each item in the materials’ list.
a. 5 small disks or rectangular ceramic magnets
b. 2 large paper clips
c. 1 plastic, paper, or Styrofoam cup or a small piece of wood
d. V-nails and hammer (if you are using a piece of wood instead of a cup)
 e. solid (not stranded or braided) enameled or insulated 20-gauge copper wire,
about 2 feet (60 cm) long
• Masking tape
• Batteries or a power supply
NOTE: Motors have been successfully run on one 1.5-volt D cell;
additional batteries seem to make it easier to get the motor to run. You may
want to try 6-volt lantern batteries. Using a power supply (battery eliminator)
set to about 4 volts also yields excellent results. The advantage of the power
supply is that it will supply a substantial current over a period of time. Unlike
batteries, it doesn’t have to be replaced. Experiment with what you have and
use whatever works!

 Battery holders or a small piece of wood

 4 nails per battery (if batteries are used)
 2 alligator clip leads
 Wire strippers (if you are using insulated wire)
 Sandpaper (if you are using enameled wire)
 Black, waterproof, felt-tipped marker
 Ruler with 1/16-inch markings on it

Assembly
Refer to the diagram below when assembling the motor.

1) Wind the copper wire into a coil about 1 inch (2.5 cm) in diameter. Make four
or five loops. Wrap the ends of the wire around the coil a couple of times on
opposite sides to hold the coil together. Leave 2 inches (5 cm) projecting from
each side of the coil and cut off any extra wire.

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

3) Color one side of one of the projecting ends black with the felt-tipped pen.

34
NOTE: It is very important that the orientation of the painted side corresponds to the
orientation shown in the drawing. If the coil is held in the vertical plane, paint the top
half of one of the wires black.
4) Turn the cup upside down and place two magnets on top in the center. Attach
three more magnets inside the cup directly beneath the original two magnets.
This will create a stronger magnetic field as well as hold the top magnets in
place. You might find using a piece of wood sturdier than the cup. If you use
the wood, place two magnets on top of the wood. Hammer the paper clips in
place using V-nails.

5) Unfold one end of both paper clips and tape them to the opposite sides of the
cup with their unfolded ends down (see the diagram). Rest the ends of the
coil in the cradles formed by the paper clips. Adjust the height of the paper
clips so that when the coil spins, it clears the magnets by about 1/16 inch (16
cm). Adjust the coil and the clips until the coil stays balanced and centered
while spinning on the clips. Good balance is important in getting the motor to
operate well.

6) Once you have determined how long the projecting ends of the coil must be to
rest in the paper- clip cradles, you may trim off any excess wire. (The length
of the projecting ends depends on the separation of the paper-clip cradles,
which in turn depends on the width of the base of the cup you are using. See
the diagram as a guide.)

7) If you are not using a power supply or battery holders for the batteries, you
may want to build a simple but effective battery holder to hold the batteries. All
you need is a small piece of wood and four nails for each battery (see the
diagram).

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

Operating the Motor

1. Give the coil a spin to start it turning. If it doesn’t keep spinning on its own,
check to make sure that:

• the coil assembly is well balanced when spinning;

• the enamel has been thoroughly scraped off if enameled wire has been
used;
• one projecting end has been painted with felt pen as noted; and
• the coil and the magnet are close to but do not hit each other. You might
also try adjusting the distance separating the cradles. This may affect the
quality of the contact between the coil and the cradles.

35
 2. If the motor will still not spin, check to make sure that good contacts have
been made with the alligator clips, battery holder and battery, or power
supply.

3. Keep making adjustments until the motor works. Have patience! The success
rate with this design has been exceptionally good.

Questions:
1. Is the coil an electromagnet?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What force makes the coil spin?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Can you make the motor turn to the opposite direction? If so, how?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What type of energy is the input to the motor? What type of energy is the output
from the motor?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

36
What Is It

What is a generator?
A generator operates on the
principle of electromagnetic
induction. A generator is a device
that converts mechanical energy
to electrical energy. It consists of a
U-shaped magnet that produces a
magnetic field, and an insulated
loop of wire. The wire loop is
attached to a power source placed
between the magnetic poles. The
power source slowly begins to rotate
the wire clockwise. As the wire loop
moves, it cuts through the magnetic lines of force that induce current. As the
rotation of the wire loop continues, it moves parallel to the magnetic lines of force.
When the wire is in this position, no lines of force are cut, therefore, there is no
electricity. As it moves further clockwise, the lines of force are cut again
producing electricity. The alternate movement of the wire causes alternating
current. A rectifier changes alternating current into direct current. A moving loop
cuts through a magnetic field, which generates current in the wire.

Types of Generators
• An a.c. generator is a rotating loop in a magnetic field which generates
current that fluctuates in value and changes direction every half-rotation of the
loop. The current produced is called alternating current (a.c.).
• A simple d.c. generator is a rotating loop in a magnetic field which generates
current that fluctuates in value but does not change direction.
• The only difference between the simple a.c. and simple d.c. generator is the
commutator used. An a.c. generator makes use of two slip rings while a d.c.
generator makes use of a split ring commutator.

37
 What is a motor?
One of the most important uses of electromagnetism is in the electric motor.
An electric motor is a device that converts electrical energy to
mechanical energy. A motor contains a movable electromagnet. If an alternating
current is supplied to the electromagnet, its poles are reversed. Where it was once
attracted by the opposite pole of fixed magnet, it will next be repelled. This process
is repeated many times each second.

There are many types of electric motors. Each is designed for a particular
purpose or use. They all operate on the principle of electromagnetism.

38
 What I Have Learned

ACTIVITY 3.2
COMPARE THE ELECTRIC MOTOR AND GENERATOR

Basis Electric Motor Generator

Function
Electricity
Driven element
Current
Example

What I Can Do
ACTIVITY 3.3
PHOTO COLLAGE MAKING

Make a photo collage showing

the different appliances found
in your homes and
communities. Cite their
advantages and importance in
your daily activities.

39
 Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What two forces are required for generators and electric motors to work?
A. magnetism and thermal
B. electricity and thermal
C. electricity and magnetism
D. magnetism and radiant

2. In an electric motor, the energy transformation begins as _________________.

A. electrical and becomes chemical
B. mechanical and becomes electrical
C. electrical and becomes mechanical
D. mechanical and becomes chemical

3. An electric motor contains a/an ______ that rotates between the poles of a
magnet.
A. electromagnet
B. wire
C. battery
D. circuit

4. In large generators in power plants, ______ rotates inside a coil of wire to produce
an electric current.
A. wind
B. water
C. magnet
D. circuit

5. Which parts of the DC motor connect the power supply to the split-ring coil?
A. Carbon Brushes
B. Magnets
C. Commutator
D. Slip Rings

6. Which part of an electric motor changes the current direction every half-turn?
A. Split Ring
B. Slip Rings
C. Brushes
D. Battery

40
7. What is the name of the effect caused by the wire when it is moved across a
magnetic field?
A. Induced Magnetism
B. Electromagnetic Induction
C. Electromagnetism
D. Turning Effect of Coil

8. AC generators have _______________.

A. 2 slip rings
B. 1 slip ring
C. 3 slip rings
D. 4 slip rings

9. A device which converts electricity into mechanical energy is a/an ________.

A. generator
B. electromagnet
C. solenoid
D. electric motor

10. A generator produces an electric current when a coil of wire wrapped around an
iron core is rotated near a _______.
A. magnet
B. circuit
C. motor
D. machine

Check your answers using the Answer Key found at the end of this module. Did you get
all the correct answers? If you did, that’s good. If you didn’t, don’t worry. Just a little
review to be done and then you are good to go!

41
 Additional Activities
ACTIVITY 3.4
MOTOR CHALLENGE!

1. Improve or refine the stripped down motor

that you have built so that it will work more
efficiently.

2. Investigate whether solar cells can supply

enough electricity to run the motor that you have
made.

SUMMATIVE ASSESSMENT (POST -TEST)

Direction: Choose the CAPITAL LETTER of the best answer. Write the
chosen letter on a separate sheet of paper.

1. If the poles of two magnets attract each other, _______________________.

A. both poles are of the same kind
B. both poles must be N poles
C. both poles must be S poles
D. one pole is an S and the other is an N

2. What do you call the ends of a magnet?

A. Magnetic Poles
B. Magnetic Compasses
C. Magnetic Fields
D. Magnetic

42
3. A magnetic field can make a compass needle turn because the field
________.
A. attracts N poles
B. is produced by a magnet
C. comes from the center of the Earth
D. exerts forces on the atomic currents in the compass needle

4. Magnetizing a piece of iron is a process by which _____________________.

A. each atom in the iron is converted into a magnet
B. existing atomic magnets are brought into line
C. magnetic atoms are added to the iron
D. magnetic lines of force are brought into line

5. A magnet will attract a wire if _____________________________.

A. the wire exerts an electric force
B. the wire has a small mass
C. the wire has current flowing through it
D. the wire is long

6. A primary solenoid connected to a battery is inside a secondary solenoid. It is

not possible to induce a current into the secondary coil by
________________.
A. turning the primary current off
B. moving a core into the primary coil
C. pulling the primary out of the secondary coil
D. running a steady current through the primary coil

7. The iron atom acts as a magnet because _____________________________.

A. it has an equal number of protons and electrons
B. the electrons have a spinning motion
C. the electrons have negative charge
D. the neutrons have no charge

8. How will you describe the magnetic field around a straight current-carrying
wire?
A. The electromagnet is strongest near and around the wire.
B. The magnetic field consists of straight lines parallel to the wire.
C. The magnetic field does not vary with distance from the wire.
D. The magnetic field gets stronger with increasing distance from the wire.

9. To increase the strength of an electromagnet, ________________________.

A. increase the current in the coil

43
 B. add an iron center in the coil
C. increase the number of loops in the wire
D. all of the above

10. A steel sewing needle can be made into a magnet by

____________________.
A. banging it on a table
B. soaking it in mercury
C. placing it near a compass
D. stroking it with a magnet in one direction

11. The scientist who discovered that an electric current can affect the action of
a magnetic needle was ________________.
A. Ampere
B. Oersted
C. Faraday
D. Gilbert

12. The lines of force of unlike poles placed near each other
_________________.
A. curve away from each other
B. connect the poles
C. cancel each other
D. none of these

13. In an electric motor, the energy transformation begins as _____________.

A. electrical and becomes chemical
B. mechanical and becomes electrical
C. electrical and becomes mechanical
D. mechanical and becomes chemical

14. What basic principle enables all electric motors to operate?

A. A current-carrying conductor placed within a magnetic field will
experience a magnetic force.
B. A moving conductor within a magnetic field will experience an
electromotive force.
C. Iron is the only element that is magnetic.
D. Opposite electric charges attract and like charges repel.

15. What transformation takes place in an improvised generator?

A. Mechanical energy into electrical energy
B. Electrical energy into mechanical energy
C. Alternating current into direct current
D. Direct current into alternating current

44
 Answer Key
WHAT I KNOW (PRE-TEST)

SUMMATIVE
What I Know (Pretest) ASSESSMENT (Posttest)

1. A
1. D
2. D
3. C
4. B 2. A
5. B
6. C 3. B
7. A
8. B
9. D 4. C
10. D
11. B 5. C
12. B
13. B 6. B
14. C
15. A
7. B

45
 Answer Key
Lesson 1

What I Know (Pretest) Assessment

What's More 1. C 1. D
1. The paper clips were 2. D 2. C
attracted to the screw 3. B 3. B
4. B 4. B
driver
5. D 5. B
6. D 6. D
7. B 7. D
What I Know Lesson 1 8. A 8. C
9. C 9. A
1. lodestone 10. C 10. B
2. Magnetism 11. B 11. C
3. Magnet 12. A 12. C
4. Magnet 13. C 13. B
5. Thales 14. D 14. D
15. B 15. A

What's New

Object By One End By the other end

Plastic bag No No
Piece of paper No No
Piece of glass No No
Nails Yes Yes
Pieces of wire Yes Yes
Pencil No No
Paper clips Yes Yes
needle Yes Yes
 What I Have Learned
1. The S pole of the suspended magnet is attracted to the N pole of the other
magnet.
2. The N pole of the suspended magnet repelled the N pole of the magnet.
3. The N pole of the suspended magnet was attracted to the S pole of the other
magnet.
4. The S pole of the other magnet repelled the S pole of the suspended magnet.

Answer Key
Lesson 2

What's New

1. The iron nails, paper clips and pins were attracted to the iron coil when the
circuit is connected to the dry cell.
2. The iron nails, paper clips and pins dropped when the circuit is
disconnected to the dry cell.

What's More
1. The galvanometer needle deflected.
2. The galvanometer needle deflected
3. No movement
4. Induced current

46
47
 What I Know
What I Have Assessment (Pretest)
Learned 1. B
1. A 2. A
1. E 2. B 3. A
2. C 3. B 4. B
3. D 4. A 5. D
4. G 5. A 6. A
5. J 6. D 7. C
6. B 7. D 8. D
7. A 8. C 9. D
8. F 9. C 10. C
9. I 10. D 11. B
10. H 11. B 12. B
12. B 13. B
13. B 14. C
14. C 15. B
15. B

Answer Key
Lesson 3

What I Have Learned

Basis Electric Motor Generator

Function Converts electrical energy to Converts mechanical
mechanical energy energy to electrical
energy
Electricity It uses electricity It generates electricity
Driven Element The shaft of the motor is driven by The shaft is attached to
the magnetic force developed the rotor and is driven by
between the armature and field mechanical force
Current The current is to be supplied to Current is produced in
the armature windings the armature windings
Example Food Blender Energy in the form of
electricity is generated at
the power stations

48
 What I Know (Pretest) Assessment
1. C 6. B
1. C 6. A
2. C 7. A

2. C 7. A 3. A 8. A
4. C 9. D
3. C 8. A 5. A 10. A

References
Herma D. Acosta, et.al. 2015. Science Learners Materials. Pasig City: Department of
Education.
Madamba, Jason S. 2016. Experiencing Science: An Activity-based Worktext for
Grade 10. Manila: Innovative Educational Materials, Inc.

49
For inquiries or feedback, please write or call:

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