REGIONAL TRAINING ON INNOVATIVE APPROACHES

FOR TEACHING SCIENCE

DAILY LESSON LOG

School Araceli B. Pantilanan Grade Level 10
Bacawan High School
Teacher Chamaela F. Paras Learning Area Science
Teaching Dates And Quarter Second Grading
Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of: the relationship between electricity
and magnetism in electric motors and generators.
B. Performance The Learners shall be able to assemble a simple model of the relationship
Standards between electricity and magnetism.
C. Learning Demonstrate the generation of electricity by movement of a magnet through a coil.
Competencies & S10FE-IIi- 53
Objectives 1. Identify the direction of flow of current in a straight wire and in a coil
conductor.
2. Compare the flow of electric current in a single conductor and the coil
conductor.
3. Describe the relation between the number of turns in a coil and the
electromotive force in the induction process.
II. CONTENT Generation of electricity due to the movement of a magnet.
III. LEARNING
RESOURCES
A. References
1. Teachers Guide Teachers’ Guide pp. 96-98, 105-108
Pages
2. Learner’s Learners’ Material pp. 111-113, 121-125
Materials Pages
3. Textbook Pages Project Ease Module 8: Electromagnetism p.10-12 (word document.)
4. Additional
Materials from
LR Portal
B. Other Learning Metacards, Phet simulation, simple circuit
Resources
IV. PROCEDURES Teacher’s Activity Materials
A. Elicit The teacher divides the class into four Questions written on the
groups. This will serve as their group for the metacards.
whole period. Each groups will be given
metacards containing questions and answers. The
teacher will be theone to ask a question and it will
be answered by the students through given
answers in the metacards. Then , after giving the
correct answer, the same student will raise other
question written on his/her metacard. Other
student from the class are expected to give the
correct and appropriate answer--also written from
the metacards. The process continues until each
questions written on the metacards were raised
and answered by the students. Lastly, each group
will reflect on what they had done.
 List of the questions:
1. What do you call in region around a
magnet?
2. It is Imaginary lines that represent
magnetic field, what is it?
3. ____________is a magnet that can be
switched on and off.
4. It refers to the ends of bar magnet.
5. What does Michael Faraday’s Law says?
B. Engage The student will be provided by a a simple circuit Simple circuit.
with a bulb to be lighted up by a 0.5 V battery. They
will ask to observe and identify the parts of a simple
circuit.
• What is the direction of the flow of current
with respect to principle of electricity?
• What are the difference or the changes if we
reverse the power source?, from + to - and
vice versa?
• How would you describe the magnetic field
of the current carrying wire in the process?
C. Explore The student will be provided by a a two ready-set Two ready- set up of
up of Simulation (refer to the Learner’s Module Simulation (refer to LM
p.111-113).They will ask to record the important p.111-113)
details of their observation. L: Set-up A, R: Set up B

D. Explain The teacher will ask the students to: Group output
1. With conventional current flowing counterclockwise, Questions in ppt.
from a topview perspective, in what direction does the
north pole of the compass needle, at the center of the
current-carrying coil of wire, point?
2. With conventional current flowing clockwise, from a top-
view perspective, in what direction does the north pole of
the compass needle, at the center of the current-carrying
coil of wire, point when the current’s polarity was
reversed?
3. How will you compare the magnitude of the compass
needle deflections for the different number of loops in the
current-carrying coil?
4.If you will straighten the shortened coil of wire, how will you
compare the magnitude of the compass needle deflection at
the center of the previous current-carrying coil, to the
compass needle deflection near the just straightened current-
carrying conductor? Why?
Group reporting will follow.
E. Elaborate 1.The teacher will introduce student to the Phet Phet Simulation in
Simulation, an offline application of inducing a Laptop , Activity 11 set
current into a magnetic field similar to activity no. up materials (optional).
 11 set up on LM page 121-123.
Students are ask to answer the table 10 on LM p.123
in reflection the result of the Simulation process.
F. Evaluate The teacher will give a formative assessment to the Test questions posted in
students on determining the result of the different the PowerPoint
Simulation process with respect to its magnetic field. Presentation
The teacher will ask the student to do and reflect on
this additional activity.
“Amount of induced voltage and current vs
number of turns.”
A. Use the set up to explore the relative magnitudes of the
galvanometer
pointer’s deflection for the 5-turn, 10-turn and 15-turn coils.
Record your observations on your science notebook.
B. For approximately the same speed of moving the magnet
into or out of each coil, what happens to the magnitude of
the pointer’s deflection as the number of turns in the coil
increase?
G. Extend Extending Inquiry. (see LM page 125 ) Assignment notebook,
The principle of electromagnetic induction in two nearby journal
coils can be demonstrated by a transformer. 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?
V. REMARKS
VI. REFLECTIONS

Prepared by: Approved by:

CHAMAELA F. PARAS CLARITA G. VILLARUEL

Secondary School Teacher I EPS - Science
Araceli B. Pantilanan Bacawan High School