VISIT DEPED TAMBAYAN htip:/richardrr.blogspot.com/ 1. Center of top breaking headlines and current events related to Department of Education 2. Offers free K-12 Materials you can use and share. Science Teacher’s Guide Unit 2 This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.govph. We value your feedback and recommendations. Department of Education Republic of the Philippines ‘Al igh reserved. No part of this material may be reproduced or transmited in any form ar by any maar tlecronic or machanical including photocopying — without writian permission from the DegEd Central Gfico, Fst Editon, 2015,Science —- Grade 10 Teacher’s Guide First Edition 2015 Republie Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein tha work is ereated shall be necessary for exploitation of such work for profit, Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (ie., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are awned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Saciely (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. Allmeans have been exhausted in seeking permission to use these materials. The publisher and authors do not fepresant nor claim ownership aver them. ‘Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher's Gulde. Those who have not entered in an agreement with FILCOLS must. if they wish to copy, contact the publishers and authors directly, ‘Authors and publishers may email or contact FILCOLS at ficols@gmail. com or (02) 499-2204, respectively, Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Teacher's Guide Authors: Herma D. AcostayLiza. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma, Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A. Olarte, Marivic S, Rosales and Nilo G. Salazar. Reviewers: Eligio C. Obille Jr, Marlene Ferido, Ma, Helen DH Catalan, Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag Illustrators: Joseph V, Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic ©. Albario DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane Chavarria and Nilo G. Salazar, Layout Artists: Joselito B. Asi and Jahn Ralph G. Sotto Printed in the Philippines by: REX Book Store, Inc, Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: Sth Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: —_imesetd@yahoo.com ‘Al rights reserved. No part of this material may be reproduced or transmited in any farm arty any means ~ tlecronic or machanical including photocopying — without writian permission from the DegEd Central Gifico, Fist Econ, 2015,TABLE OF CONTENTS UNIT 2. Forces Motion and Energy (The Electric and Magnetic Phenomena Around Us) Introduction... Module 1. Electricity and Magnetism. Pre-assessment... ‘An Octo Challenge Audio-Visual Production(AVP) Using Electromagnetic Induction (EMI Activity 1. For the Record Part A. (Virtual Tour of a Radio Broadcasting Studio).... Activity 1. For the Record Part 8. (My Own Home Recording Studio! For Life...) Activity 2. Test Mag...1, 2! (Testing for Evidence of Magnetism). Activity 3. Induced Magnetism: Activity 4. Detecting and Creating Magnetism Part A (North meets SOUN)......-rnerrsemsernerensenseen GT Activity 4, Detecting and Creating Magnetism Part B (By the touch of a magnet)... Activity 5. Oh Magnets, Electromagnets Part A. Watch their domains ........ Activity5. Oh Magnets, Electromagnets... Part B (Within the lines...) Activity 6. Electric Field Simulation. Activity 7) Magnetic Field Simulation............ 93 ‘Activity 8. Magnetic Field Around Current Carrying Conductors Part A. Magnetic Field around a Straight Conductor .. 9B Activity 8. Magnetic Field Around Current-Carrying Conductors Part B. Magnetic Field around a Coil of Conductor. Activity 9, Homopolar Motors.. Activity 10. Let's Jump In. Activity 11. Principles of Electromagnetic Induction. .....c...105: Answers to Summative Assessment References and Li ‘Al rights reserved. No part o this material may be reproguced or transmied in any form ar ty any mat siocroni or mechani! coding photocopying ~ wif wisn parmision Kom the DepEd Cantal fen, Fe Elion, 2046,Module 2. Electromagnetic Spectrum Overview. Pre-assessment. The Electromagnetic Wave Theory... Activity 1: How it came about...The EM Wave Theory... The Electric and Magnetic Fields Together The Electromagnetic Spectrum... Activity 2. Now you go! Now you won't! Radio Waves Activity 3. Sound checkt. Activity 4. Then there was sound... Microwaves. Infrared. Activity 5. It's getting hotter... The Visible Spectrum... Activity 6. Screen the UV out... Ultraviolet Radiation........ X-rays and Gamma Rays. Summary. Summative Test..... Glossary of Terms..... References and Links... ‘Al rights reserved. No part of this material may be reproduced or transmited in any form ar ty any mat sloctonc or mocha ncuding photocopying - nhac rion permission Hom the DapEd Cena ic, Fs tion, 2015Module 3. Light: Mirrors and Lenses ‘Overview. Pre-assessment (Answers)..... Reflection of Light in Mirrors.......-:seevsscrsseseesessetsnseetsneeeeeeseeees 136 Activity 1, Mirror, mirror on the wall Activity 2. Angle of incidence vs. Angle of Reflection... Activity 3. Mirror Left-Right Reversal. Activity 4. Who Wants to be a Millionaire?... Activity 5. Images Formed by Curved Mirrors... Activity 6, Are you L-O-S-T after Reflection?.. 145 150 Refraction of Light in Lenses. .... Activity 7. YoUean be Magnified?.. Activity 8/Are you L-O-S-T after Refra Activity 9: Making Improvised Optical Device, ‘Summative Assessment (Answers) .... References and Links... ‘Al rights reserved. No pat of this material may be reprosuced or transmited in any form ar ty any mat sloctonc or mochanical nung photocopying nhac rion permission Hom ti DepEd Cena fic, Fs Eto, 2015T0z saquiaseg (Or ape) AJINADS apn) WHNILAIN) ZT 0} ysuo ay 209 0} open Su ue sidsouon jo Bupuersipun mbuweowye oF peay Wn seuitdosip Auto gue sao ovens ssaxne ued ayy “sréeoUKD @.01 jo BupuR|ssapuN seda=p & O4 fein 5 2] 99055 200 wy AyD Jo Sato] Bysea ou YIiK poLUESaNd axe S=RINS YLT pUE KusuYy ‘o—Sey SIOVOPS 2 Sans pe sidaoU09 ON EUEHND 2 26n aul Based “pose Aunbus pve peusiued- uate 5) umOALND SOUR 21 a} A RYH EY $ ‘So aE aL UK] PUES Saws dota 01 pasn aq pR SIQITDE aP SUR spury paver “com bo Aros BuKiou Ue Tee TEST Bue WSR Se UES SbeCAE PU uray ewan MoU AasoUTD UNE] aeroZ BUF EEE IRA WARIO RUE SuOIERIS pHa LnNRaURD a BuRUEEXD DRNRD PRUNE LR aR SSSI EAL sus ss son aauocs Buran fxn ones ye Aue ail eR UIT.IND 4 Oy BU POUPAILA Ox sssaoad SLND poe NukiD LAOS q Sua pisonven oo ‘Kio 2s Bu ey pow Buys] LorIUBDD eno “wsiA;oninsUeD “Kj Abobepad uoneanps punos wo pea ave saneoxide a) woenlde peal Aenbu pie Guusen poset-anssusraead Guna feria ‘Yaeoudde Kiacos ABoKeS) -sue0s ieee AeuRosmensninu: sarcendie Boman, aut Basa poi ypucy esau jo uonsioe aa) semen pue sapmnte 2ynueCs BunesLoUED ue boop pu Sap PLP Sse ayo Eun Rs Jue LILO gg PFS Be eu SERS MN Bul pe Eun crue Bute a suEwen cat a puna pa SLURRY Sk SENERANUATENA|RpEe SNR! LoSoON PRU SURED aANEOD pur eC aAIEU Jp Sprnais suri saijos waygos amin aw Oye fi9pos Sawa NNDB poe Gye fibasuno Ue pur AyerBopus AFEMNLADS Jo AED ay suns 1 ano paseg aroma n pe uo Jo paul Ratan Scio anBD em se} HOA MARIUS ars ZL OO OL “aBeysay peumpo sAqunaa no Buns sy Bou soaucbipy Buenpy ABOUNDS uD aaus unsnee yy GuoUs unpolagsovons aug yp jo sbadso onus pur ovosed SRUuORS e008 oy wy Bouse, pue-eueRs SaeLBon | SveNe uEuMy KepKien® uy ABCRUNDaL spain eo wnytoaso oouaes au ‘soedka jeiuewuourue .0"yuemy eos ony Kew eu aiyo suoneaqdde- Bupsxbos suospop pUE Syuowbpn| ayow 0) aE HE OM sUarY A ANTE pur peMLOR aq wag ood ag su He fed sae 1. SHE YOON [OUI ‘Al rights reserved. No arto this material may be reproduced or tranamited in any flecronic or moctanical including photocopying ~ without writion permission from the DepEd Cantral Glico. First Edition, 2018.UoReINpg BouD!DS Jo yOMaLUELY JeMAda>uOD OL WNTNOTUUND NOLLVINGS IISVE ZT OH ‘Al ight reserved. No parte this material may be reproduced or tranamited in any lorm aby any means ~ tlecronic or mectanical including photocopying ~ without writin permissian from the DepEd Contra Gio. Fist Econ, 2018,wenn i dene ot a sfiojeBnsanu aypwuons uinoayy swoygaad Se oJeISURLp pynoys SveLz=S| | ‘RoAjpars! agHib0 kde Dus sayUNID EAN saunseous Ayes soa S.0UFRg 2U1 "9 PEI JO PLD a IY - (2-11 GNV 01-4 '9-¥ “C-1 UOd SVTUY ONINUVET 39NIIDS HOS SOUVONVIS) ‘SaUVANVAS 25¥1S ATH TURGLOARUS poe ABS|OUNpo} uss SAGA TRI] SoNSeFTUDIGA Jo SUORSTOD v] SOCLU pus SUOSDSp Audio oy) coueuue “sensnasau of osunD pe TaaUNOAUD 94) [DoV0xd ‘siaNpow reayeGed asenouL) ‘KpeanL0'swayGOd oe Kay “sins Kipbuy-aouons jo ure pu sidsous aousns ase Io CupUBIE.apUN aranSuCLNOp SEU) aL (2E.OL» aULING JHA YOd TDNITIS) “TYVONVLS VIE ONINAVTT FYOD mMNINNUND NOLLYONGA JISvE ET OU ‘Al rights reserved. 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No arto this materi maybe reproduced or transmited in ‘lecironic or mochanical including photocopying ~ without writton permission fromtheah Ww ‘pray ape snyioue uy sunsaes jo doris aw a apse 5 eg 0 0}oU eu LO su mn weIs fon moe fue} one Ka sake. asD OM I Lot SHCND aL.BOn EL ‘PIED Kah 0 Ka UAW. OL eon sveASUOWGP DUE 9 Sano Gaur suede YH ORID=OD UE SUN] vat cfbapce ase pe KBs 0 S03 098 Seo NDS LOW ue EUR unos Wy "Wa YR IM BUNO} ANY LL seu ‘Fea, vonetodast iver! uo woyeOnsany uo Tonpucn pue UBD -onnanpaxds, uo pose siued Ayssep wee fous sounor 320M hog ‘S2urspous ea:04 PEE SUID "Bog) Se UH SaAMER ovarcim og Aw SiaLOi bu sau Sri Sua WU iO) JOU Aw S]UDIEW! “04 WM nonNND NoLLYONGa TIsvazT OH ‘Al rights reserved. No part o this material may be reproduced or transmitted in any form ar by any means ~ flecronic or mechanical including photocopying ~ without writion permission from the DepEd Cantal Gio. First Edition, 2018.wnauewous pue AB:2u9 so uoyenuasuod jo se} aut Buvidde 2, je5) uy isola Guoue suo 2eseIu Jo Souanino out rapeud Ue sxaUse87 uses oq uo suoneyetsuaD Ujeia Ayre urerdia wea fou afe2s jogo € Uo an20 Hew euawaUEd 2 adder oq Kew sa0ueDjo Wo} 6.0L9 OY UIeXO ued KOU "SOU0 AAEUI PUR OANDe Usa US! 697019 ‘won esu haw sounocivon inyosn so tsa@h apy & ul aries Kay pabueaieate BUI Lou pa) a2 ‘sures “jouue pur sue} Hod Aun Ur oa pep soMpO spot eur son ip snot uh ene cons fB.2u2 jo mauen oy aye we suo1e) eat RO Aon “2BenBve} sueuke pu aouBDs U Bean se wo yo waoUED SAN 129 Kot, "WO/OWY JO SET] OY} UO Paseg S/qO UP JO LOROW 94) JIBLe 1eUPS20190) By) qUOSOp Wer syoWIES) "B BPRID JO Pus oy I - “un200 SasdIPIO Fou, soo pay esksmestlgs mou ue 7041 pue suoosueA Sar uno) ssomosal ou pue au is sino dn soyeus y eq.csop ser Slumpau aHay YER aon AD 9 30 SAL} SMOOA Ou QUES 9pe19 ssouay Sra} 3pei0 390, Frapo001 sun srs ce ue wou Gusprs yy SUMO uonpuCD wy NSS ye jo souevoduay ay) 221 ues yfinoay| seouejsqns woy soup ysiNEUisp Ua SEWIERNE, ORD JO PUR OUT IWsnes yea | ooeds 9 iaued ners oun] 6s 3 cr ma pu " aauend pac com: "003 A 18 | uonopy ‘aa204 | wuonoyy “22004 | wowvowig | MooRONNG anaes caraea ingen ee on sn ‘un possed s] oNeUOR Ee HOY REDO soI0O:0 UI UIERIA UD Kou “sUOESKS axz>npoios BAP pI. eeuL ABRs aus anne fg ee 9 papi sani nin mnie 9 nonin oS ut sunaris st i — SALE] SONDRA SUDA BU ner “SENG 9 uanp OBRUER JOMpOr Pure Ares dreU9 O} SCI ons pe Sueur, avers peer om ona el Bue Bue x UN oer Cues SOREL PU SOUND EN EO! 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S6ED poy au UN) OPE Avesroce a; wBeq seus “901 Sul, gues) ose Kaus (annenent) uo papdde 20) o wanowe ag, Lo sorbusten Susp 25a eu) puersepun ‘e_uiny wr fax pabueyo oq ven 0 "325 "URAC Sit "TF UR YD 5 ty Yeu wey Nos ST spalqa yo wauesou iy uy suey 29ne3 ue> yy) euiuaunue Heat us sbunat Kyuepy ‘oye Fay ‘panou! oq uo pue arcu Wau puneve sfiny) ou seb nsanut ue ard pu avuengo Sous) NOLIOW GNy 32403 AWN ONY NOLLOW ‘39404 ‘swoishsone jo Ayeners ay saovanyay Ayo Noy WHE] KOU _aaqO 4D OP paIERD ee ‘sosssn0sd on) osayy LONE IRD Guy seca (a psn 5) favs pavers Sa Ay Oy TN yo un eau suorendod ‘suoRBECDY sy 0} JayID Lae ye 122-21U ue BES ano SUSIIREIO) waTnoRseNg MOLLvNGa IISWa ZT FH ‘Al ight reserved. No arto this material may be reproduced or transmited in ‘lecironic or mochanical including photocopying ~ withau! writion permission fromtheGoniral Gio. First Eston, 2018. ‘Ad ight reserved. No arto this material may'be reproduced ar transmitted in any form ar by ary ma ~ ‘lecironic or mochanical Including photocopying ~ without wrttan permission fromtheyi] susmied es Kyuopy wa ssowses) quo a Jout 0 sau wero Baum woes an ues yout uss ing re BR] iy fas og 95: Ka to Soha enya st 2915650 jt LUD Reames aon ws sus0Ned snuieore au Avot be euup aa 1s OU Ey ie sue We Buri sia auton agi saluen au | use souieon dus eu spun pu 1 UO CAG 0 Ste | Knuagy co mi Kau. sive “ar cuntse0 yun sow roe Kaw | ops Gus sowjeon, jo siuoucdne _siooudh 3e pfs sous ue | aul ose EU we suee ape “usw 14 Yo Sac GUPP-eneS Ul saison jo SuauoHRD | —PunOd eek Sea au oun ers feu | shaven aa ws ent au Jog er EOD out oS CL OK CULLEN iy | Sop seOR SURRY we STO | SYONCRAD ORL Sur uy | NASD a SOLOS SHE = “ASOTOWORLEH a i cued oes 2 Aiuruwon soui Ui suoqdan ura put [sn wo skoncaxsop sue sure Shas ion sac gt serait oun a sabi uve a Gus furans x34 som ans cout) oro Peg Kay aKa 10 Dt a fone pate 5) yos pur Gasaiva ay wyaLONAG>|osfax) S6opun po: ‘aptuwx og aaj) utp arebpcaran es can Koes 10u op sBuypunouns sno | ym ay youd Huai tm cies} pn sures oy wpb smal ut | aU founanute sot w pun} rem yo Sjpaq pve SuNO}oUN) a gn Bub woauaa219 Je dn yeu rey ca. pm SIE) Buyur9ant 0 ope 1) UD SHER Wminorgung NOLLYNGADISvazT OFM Goniral Gio. 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No atc this material may be reproduced ‘lecironic or mochanical Including photocopying ~ without wit‘Al rights reserved. No part o'this material may be reproduced or transmited in ‘lecironic or mochanical including photocopying ~ without writtan permission fromthesoyesou96 peefreagots | pu soiou ups ious 2) uOHBId9, Yh ees 9 spaye snoubewosar UE wwspouben pue AINSLIE “E €s-11-as0Ts S-Mnr-3401s au) won uy Kern ANUP ssasuo Aq poo) sew) 32 sunnisod pue SpSLDEIRD TSOMERMOTS [3p bumnsap ui sora Bunasureson Aes kde Samy pur sou porns pus sesua7 ut WBN Jo uoRREYoN TZ ‘Sioua}W UF AUT Jo WORDUES TZ ouy{ he paus0} saBew! ou) , auern-z ‘pur sfisng Buin uo uoneIpes ha jo saye au uieRee SuONESRIMURLEO Sane apes Jo 38n au Se ons "sania 93 FO SuOiBOH 1uovo}pp oui 2 suonrnidE feoqgeid yo sade oz WNINORNUND NOLLYSNaaIISvE zt OH ‘Al righ reserved. No arto this material may be reproduced or transmitted in ‘lecironic or mochanical including photocopying — without writian permission from theSe-orI-L10TS ujioxd 8 }ouoR un pue a.ManAs yt u| sabueup ase ‘Rou SuOyRIMU Axo UHERIKS 9 4E-PIII-LWOTS 9 Sm-L0Ts of wa wo.) BRE aa;Uy Gursn 9peU $1 UNION MOU UREKIED ‘se rSOawOH, urerueur oF sussiuedpous ypegpaay asoul soles ue saieuIns009 Warsks ‘snonsou ou oy 9qU9s9p +4] se2m-K0Ts PE-AII-L1OTS (ok pense “Bay sworsks ansnpoxdas 2160} ‘ut ul sesse00xd BunenGos 1 panjont} swsiuennous speapoay out 902800 +E ue ew) ou! uy paryoaut ‘SAO 04 JO OID! BU UBS Se-e1T-L10TS SST Rea ‘pus wsa1sks aayanposdos {U1 JO S1i0d DU BQH “L gg. a0 29 PyMOLYS SILI) OLE ey ‘6uyoq se S09 905 \u)anazo tea Swope Dpposd sa u sabe ‘sna Aus OU NG 8 uy Soba MoM ez syprosd ayes WMNORNUND NOLLYONGaIISvE ZT OI Al ight reserved No art this malarial may be reproduced a transite in ‘lecironic or mochanical including photocopying — without writian permission from the© 0 amssontWiSe ie ‘suresedusoy pu genoa ZL 4 [sebie: *G-€AF-LWOTS | )0 9:NICIodwIOL BLeIsu0 1 assed pur aUrYOS LL unalog ‘diysuorie}os oun ovens3NL TEUICOAALS ee-fn-L10Ts 24k Ue jeder UBL Sthunanus 01 sKern 382665 “1 TOT te zemenors Burkes pue yuo. TeunT-s10Ts op-Or-110TS Ge-sII-L10TS Bn WojIONS WNINOENUND NoLLYSNaaIISvE zt OM ‘ey Se6 (8991 EL drysuoneyas auniesoduiol ue “BISOId “ALUNIOA ZL soot | 189M NOUN LL 54] 585 °T pue MoD UOReiNdod fy ANNaes Pue AIsIDAIpOIa Zt surmyshso23, uy sameW pue ABsaUa Jo MOLL Ty ‘sureysAs03 “py ‘Al rights reserved. No arto this material may be reproduced or transmitted in ‘lecironic or mochanical including photocopying — without writtan permission from theuo poe warned ‘ay yo jontuaD e-LUATLWOTS | 642 VOU DAESer4 pony pane a Sagat, aan jo sae 6utroye! SiOi2e) ul Moy WIA # ue sweep (0) SSB yO UORRNeSUO2 “BenruMors jp sodouud ay Adee TE-POAT-LNOTS: “sajeplyoqea seins sofew ag aaucnas 7 pau own) fue Gust yee) po04 Lite spo 3apnu pue susjoxd spe “saeeplyoqeg 77 pepe | saroaquog uy wasend SuAUER [7 WATINOTSYND NOLIVINGS ISVS ZT OY ‘Al rights reserved. No part otis material maybe reproduced or transmited in ‘lecironic or mochanical including photocopying ~ without writian permission fromthe‘00,6 0) 240% 5 or suki fan ae founyadusoy saquany 319e2y Sana eumey ac 21.4 0 073) = SoM ead uasnueg Ur () vty Bnd, s/sa0) aseauaMmoT oe “Puno 22008 04 pon, cs ssusen9 pes sen eee ado, uewodug a ibis pue uaa vv s/syo7 oseasaddn ee (PAs) ape, as Anu zsng ois RES Bapsigns urns (Bue easy Bupie GT-PIT-S38s 34WeS ‘a3971 Ho0g 3009 WMININHIND NOLLYONGS IISvE ZT 1 | Central Giico, Fist Edition, 2015. ‘Al ighis reserved, No part otis material may be reproduced or transmied in any frm arty any means ‘lecronic or machanical including photocopying — without writtan permission from theForce, Motion, and Energy (The electric and magnetic phenomena around us)UNIT 2: FORCE, MOTION AND ENERGY (The electric and magnetic phenomena around us) Introduction Each of the three Teacher's Guide for the second quarter was written to accompany the Learner's Material in Grade 10 Unit 2 — Force, Motion and Energy (The electric and magnatic phenomena around us). These include introductory information such as the coverage, the content and performance standards, the key questions and the learning competencies. Included also in each guide are the science process skills, the preparation and procedure hints, optional resources and materials, and the activity answers and sample data. In most of the activity results, the underlying concepts and applications canbe found inthe Learner's Material. However, the principles and applications of some activities are discussed in the Teacher's Guide and not in the Learner's Materials, As a whole, the selected activities were designed to promote enthusiasm in the teaching and learning of science ‘through technology and scientific inquiry. The leamers also have opportunities to design their own experiments, pursue each, and extend their inquiries. These activities also have definite results just like in structured activities, but the open enquiry can allow for instructional accommodation and creativity suited to the needs of learners. All modules in Unit 2 integrated the practical work approach and used models for individual or group performances. The activities can be facilitated using varying inductive and deductive approaches sothelearners will understand the roles of force, motion and energy in the specific study of naturally occurring magnets, electromagnets, moving charges, and the interaction of the electric fields and the magnetic fields created by such matter. The nature, transmission and uses of the ever present electromagnetic waves, especially light, will be studied in great detail. There are three modules in this quarter, namely: Module 1 - Electricity and Magnetism Module 2 - Electromagnetic Spectrum Module 3 - Light: Mirrors and Lenses 54 ‘Al rights reserved. No part of this material may be reproduced or transmited in any frm arty any means ~ tlecronic or machanical including photocopying — without writion permission from the DegEd Central Gifice, Fst Editon, 2015,Unit 2 PUP eRe MODULE 1 Electricity and Magnetism Content Standard Performance Standard ‘The Leamers demonstrate an |*The |Leamers shall be able to understanding of the relationship | assemble a simple model of the between electricity and magnetism in | relationship: between electricity and electric motors. and generators. magnetism. “For this module, there is no performance standard listed in the K to 12 Science Curriculum Guide, In Grade § Science, the students located several power plants in the Philippines and traced the conversions of energy in hydro power, geothermal power, and coal-fired power plants. In general, the students learned how electricity is generated in power plants. They also traced what happened to the voltage during electric power transmissions and distributions. In this module, the focus of study is on understanding the working principles behind electric motors and generators common in power plants and otherimportant technologies. The students will explore the relationship between, electricity and magnetism through activities that will demonstrate the nature ‘of Magnetism and the principles of electromagnetism and electromagnetic induction: Thus, different electric and magnetic field patterns will be mapped with its associated forces and directions, This module is good for twenty to twenty three (23) one-hour sessions. The activities were made simple making use of common materials and science equipment intended for secondary schools in the country, Specifically, at the end of Module 1, the students should be able to answer the following key questions and use the learning objectives as quide: 55 ‘Al rights reserved. No part otis material may be reproduced or tranamited in any form ar by any means ~ ‘laconic or machanical including photocopying — without writian permission from the DegEd Central Gfico, Fsi Editon, 2015,Key questions for this module How is electricity related to magnetism? How does an electric motor and an electric generator work? What is electromagnetic induction? Learning Competencies/Objectives: 1, Make a simple device that shows how a magnetic field exerts a force ona wire. 2. Demonstrate the generation of electricity by movement of a magnet through a coil 3. Explain the operation of a simple electric motor and generator. Pre-Assessment Directions. Choose. the letter of the correct answer. 1, In which case or cases is electric field present? |. Aspark jumping between two nearby rods. 11, Acharge that is momentarily at rest, i.’ rotating bar magnet. a. lonly b. land il only c. and lil only d. I. Wand tll 2. In which case can a magnetic field be produced? a. Acharged comb. b. Afalling glass rod c. Awelder’s arc flash. d. Arolling plastic cylinder. 56 ‘Al rights reserved. No part of this material may be reproduced or transmited in any frm arty any means ~ tlecronic or machanical including photocopying — without writian permission from the DegEd Central Gifico, isi Edition, 2015,3. Which device can be used to determine the polarity of an unmarked magnet? a. a charged glass stirring rod b. a gold-leaf electroscope ©. a sprinkle of iron filings d. an improvised compass * How will you describe the magnetic field around a straight current-carrying wire? a. The magnetic field 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 the distance from the wire. 4d, The magnetic field gets stronger with increasing distance from the wire, 5. Which statement about an electromagnet is TRUE? a. The electric field surrounding a battery-powered electromagnet alternates constantly. b. The current in the electromagnet coil temporarily magnetizes the iron core. c. The electric field strength is inversely proportional to the current. d. The magnetic field lines produced are all straight. 6. What can be inferred from the alignment of compass needles in the set-up below? a. Apermanent magnet is nearby. b. The power switch was turned off for long. ©. The current-carrying coil becomes magnetic. d. There is a constant and uniform magnetic field around the coil. 87 ‘Al rights reserved. No part of this material may be reproduced or transmited in any farm ar by any means ~ ‘laconic or machanical including photocopying — without writion permission from the DegEd Central Gifico, Fsi Editon, 2015,7. As part of a traffic light system, large loops of wire are buried beneath road intersections. Which of the statements is NOT TRUE about the operation Of this traffic light systern? a. Vehicles driven over the buried coils activate a traffic light sensor. b. The conducting loops activate a color—dependent field. c. The alternating current sent through the buried coils produce an electromagnetic field in each coil. d. A fixed number of vehicles over the coils can trigger the traffic light to change green. 8. Complete the following statement: Moving a metallic detector past a 5 peso coin creates a secondary magnetic field that is most likely that of . a, a horse shoe magnet b. a flat refrigerator magnet ¢. a current-carrying, circular loop d. a V-shaped straight wire that carries a current 9. During the Student Technologists and Entrepreneurs of the Philippines (STEP) Competition in Landscaping, a water pond transformer changes 216 V across the primary to 12 V across the secondary. If the secondary coil has 10 tums, how many turns does the primary coil have? a. 10 tums: b. 18 turns c. 180 turns d. 228 tums 10, What basic principle enables ALL electric motors to operate? a. Iron is the only element that is magnetic. b, Opposite electric charges attract and like charges repel. ¢, Amoving conductor within a magnetic field will experience an electromotive force. 4. A current-carrying conductor placed within a magnetic field will experience a magnetic force. 11. Amagnet moves inside a coil. Consider the following factors: |. strength of the magnet |. number of turns in the coil Ill, speed at which the magnet moves Which can affect the electromotive force (emf) induced in the coil? a, lonly b. only ¢, Monly d. All three factors 58 ‘Al rights reserved. No part of this material may be reproduced or transmited in any form arty any means ~ ‘laconic or machanical including photocopying — without writian permission from the DegEd Central Glico, Fst Editon, 2015,12. Which statement about transformers is FALSE? a. Astep-dawn voltage transformer steps up the curren b. Transformers use mutual induction. ¢. Transformers are an application of Faraday's and Lenz's Laws. d. Atransformer can function with either an alternating current (AC) or a steady direct current (DC). 13. What is TRUE about the intercom system that is shown below? a. The partA of the intercom system serves as a microphone only, while part C serves as a loudspeaker only. b. Either parts A and C of the intercom when switched as such can be used as a microphone or as a loudspeak cc. The microphone part only basically consists of wires, a cone diaphragm, @ magnet, and a coil d. The loudspeaker part only basically consists of wires, a cone diaphragm, a magnet, and a coi 14, What transformation can take place in an improvised generator? a, mechanical energy into electrical energy b. electrical energy into mechanical energy ¢. alternating current into direct current , direct current inte alternating current 15. Aloop of conductor lies flat on a horizontal table. A toy magnet is hanging still over it with the magnet's north-seeking pole pointing down. What happens next? a. The magnet produces a clockwise current in the coil. b. The magnet does not produce any current in the coil. ‘¢, The magnet produces an upward electromagnetic current. d, The magnet produces a counterclockwise current in the coil. 89 ‘Al rights reserved. No part of this material may be reproduced or transmited in any frm arty any means ~ tlecronic or machanical including photocopying — without writian permission from the DegEd Central Gifico, Fst Editon, 2015,Getting Hooked on Electricity and Magnetism Applications Traditional leaming and teaching of the highly abstract electramagnetism principles usually proceed deductively with theories being studied in activities and lesson sequences. An alternative approach would be to help the students see the important Science-Technology-Society-Environment (STSE) links to what they inductively learn in school and in other learning venues and opportunities. Integrated in the Leamer’s Materials were technology-based questions and a sample enrichment output like the “Octo-Challenge Audio-Visual Production (AVP) Using Electromagnetic Induction (EMI)."” This was done to ensure that students will continue to take interest in other practical applications of electromagnetic induction aside from those applications in electric generators and motors. Posing the AVP challenge at the beginning’of the module gives the students a good head start in immersing positively into the module. Monitoring the students’ progress in the enrichment activity will help both the learner and teacher see the need to know the science behind the modern-day applications. The AVP challengecan/alsa/be an avenue to showcase Philippine National Celebrations as well as give the students a chance to show their artistic talents at the endof the second quarter. A sample AVP entitled “Ako'y Malaya (I Am Free)" — Noel Cabangon Official Video” may serve as-an inspiration for the AVP Challenge. This can be viewed at http/www.youtube.com/watch?v=w1 InDNE-rhM. 60 ‘Al rights reserved. No pat of thia material may be reprosuced or transmitted in any form ar ty any mat siocrnic or mechanical icudng photocopying ~ witha writen parmision Kom the DepEd Cental Ofcn, Fs Elion, 2046.Performance Task An Octo Challenge Audio-Visual Production (AVP) Using Electromagnetic Induction (EMl) An Enrichment Activity Objective: Plan, perform and record a 5-minute audio alone or audio-visual presentation related to any Philippine National Celebration during October using devices that apply both electricity and magnetism. Materials Needed: at least one musical instrument audio alone or audio-video recording technology of your choice support materials as needed by your team printed transcript of spoken parts of AVP Procedure: 1, Meet as a group and agree on the role of each member according to interests and skills in the making and recording of the AVP presentation. 2. Listed below are eight October national celebrations observed by inos: National Children's 's Month + Philippine Consumer Welfare Month + Food Safety Awareness Week * Moral Guidance Week for Public Servants + United Nations Celebration + Indigenous People’s Celebration + World Teacher's Day Use only one event to highlight in your AVP tribute that will introduce briefly the audience to the making and recording of an audio-only or an audio-visual presentation using electromagnetic induction partially or entirely. 61 ‘Al rights reserved. No arto this material may be reproduced or tranamited in any form a by any mas siacrnic or mechanical cdg photocopying ~ witha writen permis Kom the DepEd Cental Ofcn, Fs Elion, 2016.3. Your group has four weeks to plan, perform and record together the five-minute AVP tribute with the following guidelines: a. Gather information about your selected musical instrument and recording device. Learn how these use electricity and magnetism. Give a multimedia introduction on this for a minute or two. b. Dedicate the remaining three minutes in highlighting the chosen October event. Decide whether you will record an audia-only or an audio-visual presentation taking into consideration thellistening and processing efforts needed to fully appreciate the event or the reason behind it. Plan, perform and record an age-appropriate music-video tribute. c, Ensure that the AVP is an output of the whole circle of friends. At ‘the end of the AVP include a brief roll of credits, 4. The making and recording of the AVP shauld be done only during non-class hours inside the school premises only, @. You are liable for the proper and safe use of all audio-video production and recording devices whether these are personally ‘owned or a school properly, Ensure also minimal energy use. f. Agree ona checklistto help your group moniter your task progress. Prepare also a written transcript of your AVP’s recorded audio. g. Prepare a digital record:ef your AVP ona campact disc, ready for premiere viewing in the class at the end of this module period. Criteria for Success - The making and recording of the October -themed AVP will be rated based on the following criteria: ._Knowiedge and understanding of EMI. Thinking and inquiry on the AVP plans and preparations. 4 2. 3. Communication through language and style. 4, Communication through music and video presentation conventions, 5. Spacial Criterion on Technical Quality or Original Song Production. 62 A ight reserved. No fat ofthis material may be reprodictd or tronamited in any form aby ony lech or Mecharsoal budng ptocopyind -wilau! wisn parmision For the Depd Cental Oficu, Fs elton, 2045,‘Use the GRASPS guidelines belaw to guide your group in the successful completion of the performance task before the end of Module 1. Grade 10 Science, Unit {i Performance Task: An Octo Challenge Audio-Visual Presentation (An Enrichment Activity) GOAL To introduce electromagnetic induction (EMI) recording technology and lead the audience to e deeper appreciation of an October Philippine National Celebration. ROLE Youand your friends, of varied interests and skills, are currently into the music and video recording using the advantages! features of your personal gadgets. But your group nas this one idea. For the jast half year of junior high school, you intend to bond as a group with more meaningful memories together and want to make ong-productive AVP, for a start AUDIENCE |The AVP will be shown as af infomercial on EMI and as a tribute during the Octaber Celebration you will showcase, SITUATION | It is late September and you are almost through with the first half of Junior High School. The semestral break is a month away. Your group watts to'do something worth sharing. Then your frigndihas this exciting idea . .. Why not set a trend of staging and recording AVPs that are shorter versions of class video. outputs like a Yes-O Docu-Kalikasan, an El sterismo dacumentary teaser, of a dance exercise PRODUCT |Mechanics: Within four weeks yau will put together, perform and record an a compact disc a S-minute AVP with a written transcript. This would be shown as a video preview highlighting both the EMI recording technology and the October event. Create the audio-visual presentation of an original performance such as a folk song, slide show with narration and the like. The AVP should start with an introducticn on how EMI was applied into the praduction and recording of the AVP. Dadicate the remaining three minutes in highlighting the chosen Octeber event. Plan and perform an age-appropriate music-video tribute. The roll of credits at the end must show the cantributed work of each member as well as the sources of oltier materials you used. STANDARDS |The group of lamers shall be able to use a technology that shows the rélationship of electricity and magnetism. Content: 50% (Refer to the AVP task rubric criteria 1-2.) AVP __: 50% (Refer to the AVP task rubric criteria 3 — 5.) 63 A rights reserved. No fat ofthis material may be reprodiced or tronamied in any form a by ony elector or mocha acudg photocopying fbx rin penis Hon the DapEd Conral Mic, Fst Eton, 2085All groups will use the task rubric below as they assess their progress. ‘The teacher may also use thisin assesssing individual and graup performances. Performance Task Rubric for the Development of an Octo Challenge Audio-Visual Presentation (AVP) Criterion 12 a4 5-6 18 i Rags arenes eras STS | sernaras ond Imiedreseach | someresearchand | considerable {horaugh research Undersondng — | andundersonding | understanding ofEM. | research ard andinsghil ‘IEAM recording | recording AVP | urerstandngof EME | undertanding of “Topic (Emin | YP in recording AVP ar inrecordng Recording AV) | Geranstais ——| warranties —] Inguiy Irie’ tread | some traard | credo me | exforene rs -efertinplanning | offet nplanringand | andtefortin planning | aed efortin andpeperngtor | preperngforihe — | and preperngforthe | preparing fran thepertrmance | performance pecrrrance excebent perfomance: foossnet povded, | focusrct provided, | cearbegrning. | dear begining. tut folove. bitfelowetrogh | mide andend | mite trough with \wih information andend ‘eforation andbengs and irnge, precision toa preseriatonioa | cose ose Panning and | femnesns | msersntts | prceortovs—_| soon tvs [oC RRSES" conuricds | carmaniaies —[corraniclasaaly [eons Language and | senseofaudence | senseotausence | ofaudenceand | serseofautonce ‘Style | 24 purpose andpupose purpese ‘and purpose | Conmonicaion — ses terauto [aes soncamels —Taesaveraiyet —tses avatveand —] Vewalolementsio | audovieal adowssl movaie aio enhance ements to ements veual lemanis perforce enhance extence ‘bertance Perfornance perforance | petommance noeridentusect | uses support ses support wees support Presentation | sipportmaterats | motors (veauts | materia (veunts | materatsefectay Gonvention | (vsuas:and nei dovces) ‘and dexioos) wth devices) inefecivelyorwin | efacively and vith | high decree of Ite scons modeaie success | sucness | Spece) CaBAET | procucton precucton production production techniguesneed | lechniquesor techniques and techniques and improverentwth | origraity ae evident. | crighaity show crgralty show Technical | nootgnalty event sls gyeatshls ond Quality or reality Folk Song Originality “This criterion must be assessed on the group's written transcript for the AVEL 64 ‘Al rights reserved. No part this material may be reproduced or tranamited in any form ar by any means ~ slecronic or macanical including photocopying — without writion permission from the DepEd Gantral Gio, Fst Exition, 2015,Principles of Electromagnetic Induction (EMI) in Recording Systems Ih recording systems and technology, whether analog or digital, magnetic recording is the name of the game. In a magnetic recording of a music or video input, the signal is converted into electrical signals via transducers like a microphone. itthen passes through a magnetic recorder like the read/write head of a video disc player, converting and recording the electrical signals into a magnetic. pattem on a medium like a laser disc or a cassette tape. During recording and playback, the magnetic medium moves from the supply reel to the take-up reel. Tea NTS mela patties Random (nowalignes) ‘media poricles| mmm sorely [Tape Take Up b__Yitoo Tracks Figure 1. ReadMWrite Head of (a) a Disc Player, and (b) a Cassetie Tape Player (bottom) ‘The signals change the magnetic field that cuts through the head inducing a changing electric current in the head relying on the speed and strength of the magnetic field. The induced electrical currents are then amplified and sent o an audio only or an audio-video monitor where another transducer, like a speaker, changes the electrical signals to the desired output. 65 ‘Al rights reserved. No part ofthis aerial may be reproduced or transmited in any form ar by any means lecronic or mochanical including photocopying ~ without writin permission from the DegEd Central Giica, isi Eton, 2018,Activity 1 For the Record This is a two-part activity that highlight the recording andior the broadcasting technologies as an ald yet ever evolving popular application of the relationship between electricity and magnetism known as electromagnetic induction. Teaching Tips: PART A. Virtual Tour of a Radio Broadcasting Studio (Suggested time allotment: 1 hour) 1. Use clear printed photos of a radio station control roam and audio room similar to those shown in the Leamer’s Materials. Remind the students to identify as much as they can the devices that use electricity and/or magnetism. These will expose their conceptions on current-carrying conductors and materials that exhibit magnetism. 2. Prepare to show ‘Radio Station Tour’ video clips that may be available one similar to the clips cited below: Classic Broadcast TV Control Room at http:/iwww.youtube.com! watch?v=52Gr1d6IcRI Radio station studio tour at http: /www.youtube.com! watch?v=9VIbqSRAKQw + WFMY News 2— Station Tour #1 — Control Room at http://www. youttibe.com/watch?v=A-VOdxOpMi0 + WFIMY News 2 - Station Tour #2 — Newsroom and Receive at httpu/www.youtube, com/watch?v=pntVXOWdb-U 3: Ifthere is a nearby local radio-television station that accepts visit from secondary school students, attend to the proper arrangements for (a) permits, (b) allowed schedules, (c) available human resources, and (d) safety measures. A tour of the other major components of a radio station may be included, but is not a prerequisite activity for Part B. 4. Showing the video clips or an actual visit will surely help the students with the technical terms, devices and functions. Plus there is that exciting prospect of students being allowed to participate in live AVP production and recordings in the radio station or the recording studio being visited. 66 ‘Al rights reserved. No part of this material may be reproduced or transmited in any farm arty any means ~ tlecronic or machanical including photocopying — without writion permission from the DegEd Central Gifico, Fsi Editon, 2015,Enrichment/Extension Activity: 1. Let the students do the extension activity and the suggested reading support in the LM, Check their concept organizer about the basic recording devices and equipment. Emphasize the need to identify which paris inside the devices makes use of electricity and magnetism. Itwould be a great help if the students can look at labeled cut-away diagrams of basic AV recording devices and/or dismantle available broken recording devices themselves, Answers to Questions: Q1. How many of the devices you identified inside the control room need electricity to operate? Answers may vary according to what electrical devices the students can identify from the pictures or video clips. Generally, most equipment function using electricity. Q2. How many of the devices you identified inside the control room need magnetism to operate? Answers may vary according to. what devices the students can identity as generally operating with parts or materials having a permanent or a temporary magnetic nature. Generally, many materials that run on electricity has an associated magnetism to it: 67 ‘Al rights reserved. No part of this material may be reproduced or transmited in any form arty any means ~ ‘lecronic or machanical including photocopying — without writian permission from the DegEd Central Gifico, Fst Editon, 2015,Sample Data for Activity 1 Part A: Table 1. Typical Radio Broadcast Studio Equipment (Control Room or Announcer's Booth) Needs Needs Equipment Electricity | Magnetism microphones (for the broadcaster, spinner or disc jockey and for the station guestis) computer unit and accessories video web camera (no speaker) head phone: audio console mixer Sound monitors oF boxed speakers “wired” landline telephone Satellite receiver lighting units ventilation and air conditioning units audio-video cables power supply units extension wires manual switches Table 2. Radio Broadcast Studio Equipment (Live Audio Room/Newsroom) Equipment Needs Koos Electricity | Magnetism microphones (for the anchorman, show host and station guests and music equipment) idealtelevision monitors and accessories video camera and recorder head phone: digital video mixer audio mixer audio/audio-video media players microphone and video camera stands audio-video cables and power supply units lighting units ventilation/air conditioning units wireless in-ear monitors WHS and cassette tapes CDs, VCDs, DVDs manual switches Remote control 68 ‘Al rights reserved. No arto this material may be reproduced or transmited in any orm ar by any means ~ locironic or mochanical including photocopying ~ without wrtian permission from the DepEd Gantral Gifico, Fst Exition, 2015,Q3. How many of the devices you identified inside the live audio raom need electricity to operate? Answers may vary according to what electrical devices the students can identify fram the pictures: or video clips. Generally, most equipment function using electricity. Q4, How many of the devices you identified inside the live audio room need magnetism to operate? Answers may vary according to what devices the students can identity as generally operating with parts or materials having permanent or temporary magnetic natures. Generally, many materials that run on electricityaiso has an associated magnetism to it, QS. What other devices not shown in the photo may be used inside the live audio room locally known as the newsroom? Timing devices, musical instruments (non-electric and electronic), alarm devices, etc. Teaching Tips: PART B. My Own Home Recording Studio! For Life... (Suggested time allotment: 4 hour) 1. This @ctivity.can be used as a Justin Time Teaching home reading activity ifthe previous activity is conducted thraugh the use of pictures only. Let the Sludents read on the recording tectinalogy equipment thal they are nol yet familiar with, 20 Primarily, this activity is meant to capture the interest and the inquiry on the ‘udio-recording EMI applications. Mastery of the technical terms and skills in making an AVP comes secondary. 3. would be wise to tap the students who have adequate ICT knowledge and skills developed through Technalogy and Livelihood Education lessons on hardware servicing and applications. Get them to identity or discuss basic internal parts of AV recording devices that operates with the use of electricity, magnetism or both 69 A ight reserved. No art ofthis material may be reprosiced or tronamited in any orm aby ony maa - laconic or moctanical including photocopying — without writin permission fram the DepEd Central Gffca, isi Eciton, 2095,Enrichment/Additional Information: 4. Let the students do the reading activity on recording technology as suggested in the LM and let them make an illustrated audio recording studio setup or an audio recording studio process flaw chart on their science notebook similar to what is shown below regarding music production, recording, editing, mixing, digitizing and mastering of an audio record on a storage device such as a recording disc or a magnetic tape, ‘Gomputer Units Speakers! Monitor ‘Home Studio Flow Chart Figure 3. Asample basic Home Studio Set-up 70 [Al rights reserved. No part ofthis material may be reproduced or transmited in any form ary any means ~ lecronic or mochanical including photocopying ~ without writin permission from the DegEd Central Gifica, isi Editon, 2015,Sample Data for Activity 1 Part B: Table 3. A Home Recording Studio Start up Equipment Picture ase’ | Device Name Funetion nswer L F. condenser . EW | ordynamic |. ponvers sound into microphone Se Prossure Microphones Microphone ‘sound pressure, Working Principle = The varying sound pressure changes the spacing between a thin metallic membrane and a stationary plate. producing electrical signals which “copy” the Salient Features: Works with a wide range of sound frequencies. Although expensive, itis considered as the best microphone for recording applications. Working Principle of a Dynamic Microphone = The varying sound presture moves the cone diaphragm and the coil attached to it within a magnetic field, producing an electromotive foree that generates electrical signals which “copy’ the sound pressure, Salient Features: The inverse of a dynamic loudspeaker and relatively cheap and rugged. of a Condenser lll | E. computer unit Ill. Processor should be reasonably fast enough to record, edit, mix, store, and master a copy of the record. A. headphone 7 V, Used for “referencing” or for checking what the mix would sound like on the equipment. ‘Al rights reserved. No pat of this material may be reproduced or transmited in any form ary any means ~ tlecronic or mactanical including photocopying — without writin permission from the DegEd Central fico, Fst Econ, 2016,Working Principle of @ Headphone or an Earbud = Wires carry the audio signal from the stereo into the coll and back again. The coll around the plastic ons becomes an electromagnet when current passes through it ‘And because the coil is within a magnetic field, a force Is generated onthe coil, In response to the audio signal, the coil moves together with the flexible flat crinkly cone moving the air within the headphonefearbud enclosure and.in the ear canal producing sound, Salient Features: Headphones and earphones are small loudspeakers clamped over the ears, Basically, ‘each speaker consists of stereo wires, plastic cone diaphragms, coils attached to the cane, and magnets uiltinside eased or padded sound chambers, VI. Used for connecting audio interface, microphones, ‘studio monitors, and different instruments. G. cables SBVi |B. studio monitor _ | Sound close enough to the eal sound input. 72 ‘Al rights reserved. No part of this material may be reproduced or transmited in any form arty any means ~ slecronic or machanical including photocopying — without writion permission from the DepEd Central Giice, First Editon, 2018,Working Principle _of a Studio Monitor ora Speaker = The electric current imaging the audio signal is sent through the coil ‘hat ig within the magnetic feld, A force is generated that moves the ‘magnet and the cone attached to it producing the sound correspanding to the analog or digital signal. Saliont Featuros: The studio monitor is 9 dynamic reference speaker designed to praduce an accurate: image of the sound source, Most habby studio use the active type Studio monitor. It has av builtin amplifier and functions when plugged info an outlet and a sound source. A dynamic speaker, ke the studio monitor, has the sare essential pasts as a dynamic Microphone, But unlike the microphone or headphone where the voice coils attached fo the cone diaphragm, on the studio moniter, it is the permanent magnet that is: attached to tha cone while the colt is wound around a fixed core. 6 Il. Microphones and musical )C. audio instruments are plugged into interface this, which in turn is connected to the computer. 7 BBsie «ito serner es | 7p) 1, Used for playing some digital instruments, recording, adding effects, and mixing different sources of sound signals. Q6. Which devices on Table 3 are powered, entirely or partially, by electromagnetic induction (the phenomenon of a changing magnetic or electric field's effect on electricity or magnetism)? The microphene, computer unit, headphone, studio monitor, and the audio interface are powered entirely or partially by electromagnetic induction, Although audio cables may be affected by electromagnetic interference, basically these are supposed to be shielded to work most effectively and do not use electromagnetic induction to operate. Moreover, the digital audio software is just a computer application on virtual studios, thus do not also operate on the EMI principles 73 ‘Al rights reserved. No part of this material may be reproduced or transmited in any farm arty any means ~ ‘lecronic or moctanical including photocopying — without writion permission from the DepEd Cantral Glico. Fist Editon, 2018,Both Activities A and B, show that most, if not all, of the devices in a recording studio use electricity and magnetism. SOME BASIC PRINCIPLES OF MAGNETISM The Nature of Magnetism: Electricity's Silent Partner Magnetism is a property of a material that enables to attract or repel other materials. The presence and strength of the material's magnetic properties can be observed by the effect of the forces of attraction and repulsion on other materials. Its polarity, three-dimensional field form, strength, and direction can also be detected by the deflection of a magnetic pointer within its field, like that in a compass or the arrangement of iron filings in magnetic boards. material's individual protons and electrons are basically considered tiny magnets due to the intrinsic magnetic moments of charges. But the magnetism of an electron is a thousand times bigger than that of a proton. So in.an atom, the intrinsic magnetic field is mostly due to the ever-moving electrons in the half- filled orbital shell where electrons are unpaired and their tiny intrinsic magnetic moments point in the same direction, thus orbital Magnetic field arise. But not all materials that contain magnetic atoms in the half-filled region of the Periodic Table become magnetic, Only atoms of metals such as iron, nickel, and cobalt have hall-filled shells that have many domains pointing mostly in one direction, When these are placed within an external magnetic field, the weaker domains unify with the stronger domains. These line up more uniformly inducing greater magnetio field strength. Materials made from these elements and its alloys are classified as ferromagnetic and make strong permanent magnets Thus, magnets brought near materials that contain one of the ferromagnetic metals will induce magnetism in the object and thus attract it. Magnetic induction also makes iron filings and compass pointers align themselves along the magnetic field lines that caused induction. The magnetic field lines go out of the north-seeking poles and loops back continuously going to the other south-seeking end of the magnet closing the logp inside out. 74 ‘Al rights reserved. No part of this material may be reproduced or transmited in any farm arty any means ~ tlecronic or machanical including photocopying — without writion permission from the DegEd Central Gifico, Fsi Editon, 2015,Activity 2 Test Mag... 1, 2! Testing for Evidence of Magnetism (Suggested time allotment: 1 hour) Teaching Tips: 1. This activity and the next two activities may be done by students working in small groups according to the available sets of materials. For classes with limited materials and large groups of students, the interactive Lecture Demonstrations (iLDs) developed from Physics Education Research works at the University of Oregon and at Tufts University or its contextualized variations, may serve as an alternative active teaching and learning strategy. The Eight Step Interactive Lecture Demonstration calls for the teacher to facilitate the description, “demonstration (partially or wholly), and discussion of the short activities. The students make, record, discuss with others, and even modify their own predictions. The teacher then completes the demonstration, while the students observe, record results, discuss the science concepts involved and finally relate understanding to different analogous physical situations. 2. A similar strategy known as the Predict-Observe-Explain (POE) approach:is an easier and more common way in giving students a charice to give their predictions openly without regard of its correctness, make observations during the demonstration, and explain the correct principle teamed based on their observation. ., For parts of the activities that call for student-designed inquiry, the teacher may facilitate student demonstrations of the most common design in the class. 4. Remind also the students to use the magnets with care during the activities without dropping or bringing them near materials that can be affected by induced magnetism such as computer disks, monitors, magnetic tapes, mechanical watches and the like. 5. Select pairs of bar magnets that are light and strong enough to show considerably the forces of attraction and repulsion. Some bar magnet’s forces of attraction or repulsion can only be felt by the user's hand but not observable for others to note. 75 Al rights reserved. No arto this material may be reproduced or tranamited in any orm ar by ony means ~ lecironic or mochanical including photocopying ~ without writin permission from the DegEd Central Gifica, isi Eton, 2015,